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Together with children,

for children

A guide for

civil society

organisations

empowering

children in

CRC reporting

To be used with:

My Pocket Guide to CRC Reporting

– A companion guide for children

 Together with children, for children

A guide for civil society organisations empowering

children in CRC reporting

© 2021 Child Rights Connect

All rights reserved. Materials contained in this publication may be freely quoted, reprinted,

reproduced or translated, provided credit is given to the source.

Together with children, for children:

A guide for civil society organisations empowering children in CRC reporting

For copies of this publication and further information, please contact:

Child Rights Connect

1, rue de Varembé

1202 Geneva

Switzerland

Tel: +41 22 552 41 30

Fax: +41 22 552 41 39

secretariat@childrightsconnect.org

www.childrightsconnect.org

Second edition - Edited and updated by Child Rights Connect, March 2021

Design & layout: Jennifer Conway

Cover illustration: Shazeera Ahmad Zawawi

First edition’s Author: Sam Dimmock (Children’s Rights Alliance for England, CRAE)

Project supervisor: Lisa Myers (NGO Group for the Convention on the Rights of the Child)

Editor: Lisa Myers and Séverine Jacomy-Vité

This publication should be used in conjunction with:

My Pocket Guide to CRC Reporting – A companion guide for children

willing to tell the United Nations Committee on the Rights of the Child

about how children’s rights are respected in their country, Second

edition, Child Rights Connect 2020

HOW TO CHILD RIGHTS is a series of practical, high quality, tried

and tested tools, to support effective and innovative programming

for children’s rights across the sector.

Although initiated and coordinated by Save the Children, the Series

is created to support all practitioners within the sector and is

developed in close collaboration with partners.

About Child Rights Connect

Since our establishment in 1983 to influence the drafting of the United Nations Convention on

the Rights of the Child, Child Rights Connect, formerly the NGO Group for the CRC, has strived to

connect international human rights mechanisms and processes to the daily realities of children.

Child Rights Connect envisions a world in which all children have their human rights respected,

protected, promoted and fulfilled, as enshrined in the Convention on the Rights of the Child and

its Optional Protocols. We are:

• The expert organisation on the UN Committee on the Rights of the Child, empowering

children’s rights defenders, including children, from around the world for more than 30

years;

• The largest child rights network in Geneva, Switzerland;

• The leading organisation bringing global attention to child participation and the rights of

child human rights defenders.

Contents

Acknowledgements VII

Preface IX

Introduction X

1. Foundations 1

Basic requirements for the participation of children in the CRC reporting process 1

Key principles 5

Working methods 7

Addressing barriers to children’s engagement 12

2. Preparation 15

Activities to engage children in the reporting process 15

Child safeguarding 16

Establishing partnerships 19

Supporting children’s personal development and knowledge of the UN human rights 20

system

Empowering children to gather evidence 23

3. Children’s submissions to the Committee 25

Children’s submissions 25

Practical matters relating to the submission 28

4. Children presenting their views to the Committee 29

Children’s delegations 29

Logistics and safety considerations for a children’s delegation participation 33

The role of the accompanying adults 36

Briefings 37

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / v

 The children’s meeting 37

The pre-session 39

The session 43

5. Children sharing their perspectives through a Committee country visit 46

Organising a Committee country visit 46

Strategically planning a Committee country visit 47

6. Child reporting outcomes and continued empowerment 50

Concluding observations 50

Follow-up work and ongoing monitoring 53

Useful documents, websites and contacts 55

Appendix 1: Example of ethical considerations, Hintalovon Foundation, Hungary, 58

“How do you see it?” campaign

Appendix 2: Example of children’s rights survey, Hintalovon Foundation, Hungary, 62

“How do you see it?” campaign

Appendix 3: Template risk assessment – children’s rights research project 72

Appendix 4: Programme from a weekend residential to prepare the children’s 74

delegation to the Committee on the Rights of the Child, Children’s Rights Alliance for

England

Appendix 5: Example itineraries for a visit by a member of the Committee on the 75

Rights of the Child

Appendix 6: Agenda for a high-level meeting between children, NGOs and the Country 80

Rapporteur, Children’s Rights Alliance for England

v i / TOGETHER WITH CHILDREN, FOR CHILDREN

 CHILDREN SHARING THEIR PERSPECTIVES

Acknowlegements

In order to learn from the experience of non-government organisations (NGOs) and children who

previously facilitated child participation or participated in the reporting process, an advisory

group to the drafting of the first editions of this publication and of the children’s guide – My

Pocket Guide to CRC Reporting – was formed. The advisory group was composed of members

who had met with the Committee and had made use of different methodologies to prepare

children’s reports. The group brought together the diverse experiences of children and adult

members from Bangladesh, Hong Kong, Kenya, Peru, the Republic of Moldova and Wales.

The group advised on the content of two questionnaires to capture both the experiences of

children who had engaged in different aspects of the process and the experiences of NGOs that

had supported them to do so. It also provided advice on the guidelines for children, NGOs and

information for the Committee members. The advisory group met in London and Geneva to

work on the project.

In addition to the author (Sam Dimmock) and project manager (Lisa Myers), members of the

Advisory Group were:

Child representatives: Cheney Cheng (Kids’ Dream – Hong Kong), Daniela Gancear (Child Rights

Information Centre – Moldova), Laila Garcia (MNNATSOP – Peru), Orlando Marcelo (MNNATSOP –

Peru), Roseline Olang (Kenya Alliance for the Advancement of Children – Kenya), Rakibul Hassan

Raku (Child Brigade – Bangladesh) and Ben Sawyer (Funky Dragon – Wales).

NGO representatives: Darren Bird (Funky Dragon), Shamsul Alam Bokul and Mahmudur

Rahman (Save the Children Sweden-Denmark Office for Bangladesh), Enrique Jaramillo Garcia

(MNNATSOP), Cezar Gavriiluc (Child Rights Information Centre), Jane Mbugua (Kenya Alliance

for the Advancement of Children), Angels Simon and Gina Solari (Save the Children Sweden

Office for Latin America and the Caribbean) and Billy Wong (Hong Kong Committee on Children’s

Rights).

This second edition has been updated thanks to the contributions of: Bahay Tuluyan – Philippines,

Child Rights Information Center (CRIC) – Moldova, Defence for Children International Palestine

(DCIP) and SOS Children’s Villages Palestine – State of Palestine, Hintalovon Child Rights

Foundation – Hungary, National Coalition of Germany – Germany, NGO Coalition on Child Rights

(NGO CCR) – Malawi, PeACE and ECPAT International – Sri Lanka, Red Niña Niño and CIPRODENI

– Guatemala, Save the Children Somalia – Somalia.

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / vii

CHILDREN SHARING THEIR PERSPECTIVES

In addition to those who worked directly on this publication, Child Rights Connect would also

like to thank members of the Committee on the Rights of the Child and its Secretariat, and

various colleagues from Plan International and UNICEF for their guidance and feedback.

Child Rights Connect would also like to thank the following donors for making the publication

of this guide possible:

v iii / TOGETHER WITH CHILDREN, FOR CHILDREN

 CHILDREN SHARING THEIR PERSPECTIVES

Preface

The re-edition of this Guide takes place at a time where the UN

Convention on the Rights of the Child has just celebrated its

30th anniversary. Since its first edition in 2011, much happened

in the process of the Committee’s dialogues with civil society

and the construction of recommendations and concluding

observations. I have experienced this process, first as part of

the reporting of civil society organisations – as established by

Article 45 of the Convention – and now as a member of the

body which monitors the implementation of the Treaty.

©UNICEF Argentina

It is undeniable that without the role played by children’s

rights defenders at national level and without the support of

Child Rights Connect to participate in the reporting cycle and

dialogues with the Committee, it would not have the same quality to help the Committee to

have a more comprehensive and objective vision of the processes that involve children and

their rights in their countries.

In my opinion, among the significant advancements made in this field, the most important is

the incorporation of the voice of children in written reports, through drawings, songs, films, or

heard directly thanks to the participation of children’s groups during the children’s meetings

with the Committee. The testimony of their concrete experiences contributes significantly to

enhance the dialogue between the Committee and States.

We must not forget that children are still a social group with limited or no possibility of self-

representation; institutions and adults continue to speak on their behalf, without being

appointed by children to do so.

The voice of children is crucial. The development of tools such as this Guide helps adults to

make sure children’s voices are part of the extremely formal reporting processes of bodies such

as the Committee on the Rights of the Child, and that children are empowered as human rights

defenders.

Mr. Luis Ernesto PEDERNERA REYNA

Chairperson 2019-2021

UN Committee on the Rights of the Child

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / ix

CHILDREN SHARING THEIR PERSPECTIVES

Introduction

Children have the right to participate in the reporting cycle of the Committee on the Rights

of the Child (Committee) in the same way that adults do, based on Article 45 of the United

Nations Convention on the rights of the child (CRC)1. In its General Comment No. 12 on the

right of the child to be heard, the Committee welcomed “written reports and additional oral

information submitted by child organisations and children’s representatives in the monitoring

process of child rights implementation by States parties, and encourages States parties and

non-governmental organisations (NGOs) to support children to present their views to the

Committee” 2.

Furthermore, in its working methods for the participation of children in the reporting process,

the Committee stated that “at the international level, the involvement of children in the work

of the Committee has particular relevance, including in the reporting process of States parties’

implementation of the Convention and its Optional Protocols […]. With regard to the reporting

process, States parties have an obligation to ensure that children are encouraged and enabled

to participate in the preparation of the State reports to the Committee”3.

Child participation in CRC reporting is not optional or a ‘nice to have’; since 1994, children

have been exercising their right to participate in this process and have collaborated with the

Committee mainly thanks to the support of civil society organisations. Although children have

taken an increasingly active role in the reporting cycle, both in terms of monitoring of and

advocacy for the implementation of the Convention on the Rights of the Child and its Optional

Protocols, Child Rights Connect’s study (2019) Global Status of Engagement in Reporting to the

UN Committee on the Rights of the Child4 concluded that child participation continues to remain

limited, ad-hoc and is rarely child-led.

Experience has shown that there are many ways in which children can engage in all the steps

of the reporting cycle, regardless of their age, background or circumstances, and many good

practices exist.

1 www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx

2 https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fC%2fGC%2f12&Lang=en

3 https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/66/2&Lang=en

4 www.childrightsconnect.org/wp-content/uploads/2020/05/global_status_report_final.pdf

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 CHILDREN SHARING THEIR PERSPECTIVES

This Guide aims to provide practical guidance to civil society organisations who wish

to empower children through their engagement in the CRC reporting process. The

recommendations and tips included in the Guide are based on the experiences of organisations

and children, and the Guide explores concrete issues that need to be taken into consideration

when supporting and promoting child participation. It also includes case studies, some

practical materials, checklists and tips that organisations may want to adapt for their own

work to support children to engage in human rights monitoring and advocacy.

We hope this Guide will support, inspire and encourage organisations to learn from good

practices and address the barriers that continue to limit children’s engagement. Through this

Guide, civil society organisations can play a key role in fostering an empowering, safe and

sustained participation of children in the CRC reporting cycle as well as in the broader United

Nations (UN) human rights system.

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / xi

FOUNDATIONS

1. Foundations

Basic requirements for the participation of children in the

CRC reporting process.

In its General Comment No. 125, the Committee has set nine requirements that must be

respected for all processes in which children are heard and participate, including the reporting

process6, hence the listing of the nine requirements in the Committee’s working methods for the

participation of children in the reporting process adopted in 2014. It is important to stress that

each of the requirements are closely linked and reinforce one another.

a Transparent and informative

Children must be provided with full, accessible, diversity-sensitive and age-

appropriate information about their right to express their views freely and their

views to be given due weight, and how this participation will take place, its scope,

purpose and potential impact.

Children should be informed about their broader range of participatory rights beyond

Article 12 and linking to Articles 13-17 of the CRC.7 8 This can help to promote a more

holistic understanding of the CRC and empower children to exercise their rights.

Transparency relating to an activity or process should be a two-way process where

children are supported to engage in its development, implementation, follow-up and

impact.

Voluntary

b

Children should never be coerced into expressing views against their wishes and

they should be informed that they can cease involvement at any stage.

Providing break-out spaces (whether online or offline) can help to support children

to feel comfortable and able to take time out or to discontinue their engagement.

Linking to basic requirement (h) below, a dedicated adult child safeguarder can help

ensure that children report any instances where they may feel coercion or pressure,

and for these to be dealt with accordingly (see requirement (h) on safety).

5 https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fC%2fGC%2f12&Lang=en

6 https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/66/2&Lang=en

7 The Child-friendly Convention on the Rights of the Child by UNICEF-Child Rights Connect https://weshare.unicef.org/CS.aspx?VP3=-

SearchResult&STID=2AMZIFJJXAUY

8 The Rights of Child Human Rights Defenders: Implementation Guide www.childrightsconnect.org/wp-content/uploads/2020/12/final-

implementation-guide-the-rights-of-child-human-rights-defenders-forweb.pdf

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 FOUNDATIONS

Respectful

c

Children’s views have to be treated with respect and they should be provided

with opportunities to initiate ideas and activities. Adults working with children

should acknowledge, respect and build on good examples of children’s

participation, for instance, in their contributions to the family, school, culture and

the work environment. They also need an understanding of the socio-economic,

environmental and cultural context of children’s lives. Persons and organisations

working for and with children should also respect children’s views with regard to

participation in public events.

To ensure children feel respected, it is important to continuously promote the

recognition of children as equal rights holders and experts among adults. Child human

rights defenders have told us that they feel most respected when adults are sensitive

to the fact that most spaces are still adult-driven and can be overwhelming, listen

carefully and offer encouragement and appreciation (see requirement (g) on training).

Relevant

d

The issues on which children have the right to express their views must be of real

relevance to their lives and enable them to draw on their knowledge, skills and

abilities. In addition, space needs to be created to enable children to highlight and

address the issues they themselves identify as relevant and important.

It is important to reiterate that children have the right to express their views on any

issues they wish, including those of public interest which may not affect the child

directly. Empowering children in a continual and sustainable way can help to enable

children to participate in building participatory spaces and deciding which issues are

raised.

Child-friendly

e

Environments and working methods should be adapted to children’s capacities.

Adequate time and resources should be made available to ensure that children are

adequately prepared and have the confidence and opportunity to contribute their

views. Consideration needs to be given to the fact that children will need differing

levels of support and forms of involvement according to their age and evolving

capacities.

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / 2

FOUNDATIONS

Children tell us that spaces constructed by adults can often feel intimidating and

overwhelming and that they want to be able to re-think new spaces and working

methods with adults where they can feel more equal. Many child-led initiatives have

created their own participatory spaces and it is important that adults can embrace

and learn from these. The adequate time and resources to prepare is relevant to all

participants including adults (see requirement (c)).

Inlcusive

f

Participation must be inclusive, avoid existing patterns of discrimination, and

encourage opportunities for marginalised children, including both girls and boys,

to be involved [...]. Children are not a homogenous group and participation needs to

provide for equality of opportunity for all, without discrimination on any grounds.

Programmes also need to ensure that they are culturally sensitive to children from

all communities.

Children experience multiple and intersecting disadvantages, their childhood itself

compounding the discrimination they may face for other reasons such as gender, socio-

economic status and ability status. Inclusivity is closely linked to requirement (a) and

the possibility to access information in different ways (for example, age-appropriate,

different languages, braille, sign language, audio). Linking to requirement (e), it is

important to re-think and build child-friendly spaces with children so that can be

more inclusive, such as connecting with grassroots organisations and providing the

means to participate online.

Supported by training

g

Adults need preparation, skills and support to facilitate children’s participation

effectively, to provide them, for example, with skills in listening, working jointly

with children and engaging children effectively in accordance with their evolving

capacities. Children themselves can be involved as trainers and facilitators on how

to promote effective participation; they require capacity-building to strengthen

their skills in, for example, effective participation awareness of their rights, and

training in organising meetings, raising funds, dealing with the media, public

speaking and advocacy.

Training is important beyond facilitation and listening skills and critical for each

of the nine basic requirements for safe and empowering participation of children.

Children’s feedback should be continually collected and learned from in order to

target and customise training for different actors involved, such as accompanying

adults, teachers, staff members of NGOs and UN agencies.

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 FOUNDATIONS

Safe and sensitive to risk

h

In certain situations, expression of views may involve risks. Adults have a

responsibility towards the children with whom they work and must take every

precaution to minimise the risk to children of violence, exploitation or any

other negative consequence of their participation. Action necessary to provide

appropriate protection will include the development of a clear child-protection

strategy which recognises the particular risks faced by some groups of children,

and the extra barriers they face in obtaining help. Children must be aware of

their right to be protected from harm and know where to go for help if needed.

Investment in working with families and communities is important in order to build

understanding of the value and implications of participation, and to minimise the

risks to which children may otherwise be exposed.

Children continually tell us that they feel unsafe when they act as human rights

defenders and face bullying, assault, intimidation, and reprisals from different

spheres including family members, teachers, the State and members of public. The

priority of any activity with children is safety and a key pillar of child safeguarding is an

initial risk assessment where mitigation strategies can be developed, and the activity

adapted accordingly. A clear child protection strategy should include a dedicated

child safeguarder who is known to all children and adults, and a clear procedure to

follow in the case that a child safeguarding incident or concern is raised. This must

include support and care for children who have faced any form of abuse, exploitation,

or neglect. In relation to requirement (g), it is essential that child safeguarding training

is offered to everyone engaging in the activity in advance and with time to raise any

questions or concerns. Child safeguarding should also be included in any follow-up

actions so that feedback can be given to improve child safeguarding measures and

practices.

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / 4

FOUNDATIONS

Accountable

i

A commitment to follow-up and evaluation is essential. For example, in any research

or consultative process, children must be informed as to how their views have

been interpreted and used and, where necessary, provided with the opportunity

to challenge and influence the analysis of the findings. Children are also entitled

to be provided with clear feedback on how their participation has influenced

any outcomes. Wherever appropriate, children should be given the opportunity

to participate in follow-up processes or activities. Monitoring and evaluation of

children’s participation needs to be undertaken, where possible, with children

themselves.

Accountability to children should run throughout empowerment activities whereby

information about the opportunities and planning should be shared and discussed

collectively with children from the very beginning. In this way, children can influence

the process, understand and contribute to the intended impacts and share their ideas

of how they can be best achieved.

Key Principles

Building on the nine basic requirements, child participation in the CRC reporting should be

underpinned by three key principles: empowerment, sustainability and safeguarding.

In this sense, child participation should enable children to 1) understand and exercise their

human rights, 2) take action to claim their own rights, 3) promote and defend children’s rights,

4) be protected from harm.

It is crucial that children are supported to understand what children’s rights are and mean

to them based on their own experiences. To this purpose, the child-friendly version of the

Convention9 developed by UNICEF and Child Rights Connect is a key tool, as is the practical

Guide for adapting the child-friendly Convention to different contexts.10

It is equally important that children are provided with the necessary information for them to

be able to take action if they wish so. This means that children must understand what they

9 Child Rights Connect and UNICEF developed the official child-friendly CRC in 2019 with a global team of child advisors, endorsed by the

Committee and available in multi languages and formats: https://weshare.unicef.org/CS.aspx?VP3=SearchResult&STID=2AMZIFJJXAUY

10 Guide for adapting the child-friendly example of the Convention with and for children in your context, Queens University Belfast Centre

for Children’s Rights, 2019: www.childrightsconnect.org/wp-content/uploads/2019/08/cf_crc_translation_guide_final.pdf

5 / TOGETHER WITH CHILDREN, FOR CHILDREN

 FOUNDATIONS

can do about their own rights and the rights of other children. The CRC reporting is a unique

opportunity for children to act as human rights defenders and be empowered as such.

In 2018, the Committee dedicated its Day of General Discussion to the topic “Protecting and

Empowering Children as Human Rights Defenders”11, to foster a deeper understanding of the

content and implications of the Convention with regard to child human rights defenders. There

is no minimum age to act as human rights defender. Children who take actions to promote,

protect and fulfil human rights, including children’s rights, are human rights defenders, even if

they do not see themselves as such, or are not considered and called as such by others12.

A child who monitors the implementation of the CRC and sends a submission to the Committee

is a human rights defender. Civil society should use the CRC reporting as an opportunity to

strengthen children’s understanding of their rights both as children and as human rights

defenders. Even if children do not call themselves “defenders”, it is important that they

understand that if they do monitoring and advocacy in the framework of the CRC reporting, they

act as defenders and therefore they are entitled to specific rights and heightened protection as

such. From the outset of the CRC reporting process, civil society should build on and aim to

strengthen existing initiatives of child human rights defenders and partner with them to reach

out to and engage other children, as they can serve as inspiration and role models.

No matter the extent of the engagement in the reporting process, all children who participate

must be protected from harm. Adults who want to empower children to participate in the

reporting process should take all precautions to minimise any negative consequence of their

activities and protect them from any form of intimidation, reprisal or negative consequence.

However, protective concerns should not be used as an excuse to limit children’s enjoyment

of their right to participate in the reporting process, and neither should be concerns about the

meaningfulness or tokenism of the experience. Adults must always remember that children are

entitled to participate and that the ‘best interests’ of the child cannot be equated only with

‘welfare’ or protection from harm.

11 www.ohchr.org/EN/HRBodies/CRC/Pages/Discussion2018.aspx

12 www.childrightsconnect.org/wp-content/uploads/2020/12/final-implementation-guide-the-rights-of-child-human-rights-defenders-

forweb.pdf

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FOUNDATIONS

Working Methods

Understanding the working methods of the Committee and taking them into account is

indispensable for an effective engagement of both adults and children in CRC reporting and in

monitoring and advocacy activities.

There are two CRC reporting procedures: the standard procedure and the simplified

procedure. The reporting steps vary according to the methodology used.

The standard reporting procedure

Two years after initial ratification, and every five years thereafter, a State party must submit a

detailed report – called the State party report – outlining the measures it has taken to implement

the CRC13 and / or the two Optional Protocols OPSC14 and OPAC15 and how effective these

measures have been. The standard reporting cycle starts here.

Children’s rights defenders including children, NGOs, UNICEF and UN agencies, National Human

Rights Institutions (NHRIs) and Ombudspersons can provide information to the Committee by

sending alternative reports. Children can also submit in any way they wish, including films,

studies, photographs, drawings, etc. Submissions can be published on the Committee’s website

or kept confidential.

Three months after the submission of reports, the Committee invites children, NGOs, UNICEF

and UN agencies, NHRIs and Ombudspersons to attend a confidential pre-sessional working

group (pre-session) to discuss their concerns in more detail. A separate children’s meeting is

convened upon request. These meetings take place in the Office of the High Commissioner for

Human Rights (OHCHR) in Geneva, Switzerland. It is also possible for participants to take part

in these meetings remotely.

After the pre-session, the Committee sends the State party a list of issues on which it requires

further information in writing (written replies).

Three weeks before the session, any children’s rights defenders, including those who did not

submit alternative reports, can submit concise additional information to the Committee.

Six months after the pre-session, the Committee convenes the State party examination (country

session) usually in Geneva16 and issues its concluding observations.

13 www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx

14 Optional Protocol to the Convention on the Rights of the Child on the sale of children, child prostitution and child pornography www.

ohchr.org/EN/ProfessionalInterest/Pages/OPSCCRC.aspx

15 Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed conflict www.ohchr.org/EN/

ProfessionalInterest/Pages/OPACCRC.aspx

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By ratifying the CRC, a State party undertakes to implement the recommendations contained

in the concluding observations. Between two State party reviews by the Committee, there are

no official follow-up measures undertaken by the Committee. All interested actors can monitor

the State party’s implementation of the Committee’s recommendations and contribute to

their follow-up.

Standard Reporting Procedure of the

Committee on the Rights of the Child

Between

6 months and

2 years

5 years

Submission

of the State

Implementation

party report

of the Concluding

observations,

Submissions

ongoing advocacy by At least 3

children and civil

from children

months

society and civil society

As soon as

possible

Adoption of the

Concluding

observations by Pre-session

the Committee and children’s

meeting

Between

1-2 weeks

1-2

weeks Country session

Adoption of the

List of issues by

the Committee

Additional

submissions Submission of

from children the State

and civil society party’s written 3-4 months

replies to the

3 weeks Committee

16 In 2020, the Committee held an extraordinary outreach session in Samoa – the first ever regional session of the United Nations Treaty

Bodies

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / 8

FOUNDATIONS

The simplified reporting procedure

The simplified reporting cycle is an optional procedure that States parties can choose. States

parties deciding not to use the simplified reporting procedure are reviewed under the standard

reporting procedure.

Children’s rights defenders including children, NGOs, UNICEF and UN agencies, NHRIs and

Ombudspersons can provide written inputs to the Committee to inform the List of Issues Prior

to Reporting (LOIPR). Children can also submit in any way they wish, including films, studies,

photographs, drawings, etc. Submissions can be published on the Committee’s website or kept

confidential.

Three months after the submission of reports, the Committee adopts its LOIPR based on the

written information received and sends it to the State to require further written information.

Twelve months later, the Government submits its State party report in response to the LOIPR.

Any children’s rights defenders, including those who did not submit inputs to the LOIPR, can

submit written inputs to the State report one month before the pre-session. This second

submission is meant to be the comprehensive alternative report.

One month later, the Committee invites children, NGOs, UNICEF and UN agencies, NHRIs and

Ombudspersons to attend a confidential pre-session to discuss their concerns in more detail.

A separate children’s meeting is also convened upon request. These meetings take place in the

Office of the High Commissioner for Human Rights (OHCHR) in Geneva, Switzerland.

Three months after the pre-session, the Committee convenes the State party examination

(country session) usually in Geneva and issues its concluding observations.

By ratifying the CRC, a State party undertakes to implement the recommendations contained

in the concluding observations. Between two State party reviews by the Committee, there

are no official follow-up measures undertaken by the Committee. All interested actors can

monitor the State’s implementation of the Committee’s recommendations and contribute to

their follow-up.

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 FOUNDATIONS

Simplified Reporting Procedure of the

Committee on the Rights of the Child

Between

6 months and

2 years

5 years

State party

chooses the

Implementation simplified

of the Concluding reporting

observations, procedure Submissions

ongoing advocacy by 3 months

children and civil

from children

society and civil society

As soon as

possible to the LOIPR

Adoption of the

Concluding

observations by Adoption of the

the Committee LOIPR by the

Committee

12 months

Country session

1-2 between the

weeks Committee and

State delegation Submission of

the State party

report

Pre-session Submissions

and children’s from children

meeting and civil 2 months

society to the

State party

1.5 months

report

1 month

For more detailed information about each aspect of the CRC reporting process, see Child Rights

Connect’s Guide for NGOs and NHRIs reporting to the Committee on the Rights of the Child17 as

well as Child Rights Connect’s dedicated CRC mini-site18.

Children should also be encouraged to express their views, give opinions and formulate

recommendations about how the Optional Protocols are being implemented at national level,

but due to the sensitive nature of the issues addressed in the Optional Protocols, protection,

methodological and ethical considerations should be especially developed.

17 https://www.childrightsconnect.org/wp-content/uploads/2018/01/en_guidetocrcreportingcycle_childrightsconnect_2014.pdf

18 https://crcreporting.childrightsconnect.org/

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FOUNDATIONS

See Child rights Connect’s guide Reporting on the OPSC and OPAC19 .

In addition to the Convention and to the OPSC and the OPAC, adults supporting children should

inform them about the OPIC20 on how they can lodge a complaint with the UN about violations

of their rights, if violations cannot be addressed effectively at national level. See our dedicated

OPIC mini-site21.

CASE STUDY

Putting forth the children’s voices in an alternative report on the

OPSC, Sri Lanka, 2018

In 2018, PEaCE (Protecting Environment and Children Everywhere - ECPAT Sri Lanka)

and ECPAT International submitted an alternative report on the implementation

of the OPSC in Sri Lanka. This was the first time ECPAT and its network members

included recommendations formulated directly from children.

PEaCE facilitated a consultation process through a national awareness campaign on

the sexual exploitation of children in 2016. Ultimately, it allowed 207 children from

9 provinces to formulate some recommendations to the President of Sri Lanka in

the children’s declaration ‘The World We Want - through the eyes of the Child’. These

recommendations were clearly identified in the alternative report as coming from

the children. Five out of twelve children’s recommendations were adopted by the

Committee in their concluding observations.

Based on ECPAT’s experience, organisations can find it challenging to support

children’s submissions on the OPSC. In particular, the lack of resources and short

timeframe make it difficult to organise consultations with children and child victims

which follow ethical, age and gender appropriate methodologies, and for which

a comprehensive risk assessment and protection policy are conducted. Another

challenge which may arise is seeking consent from the parents or guardians of the

children, due to the sensitive topics covered by the OPSC.

PEaCE and ECPAT

19 www.childrightsconnect.org/wp-content/uploads/2013/10/Guide_OP_EN_web.pdf

20 Optional Protocol on a communications procedure https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.

aspx?symbolno=A/RES/66/138&Lang=en

21 http://opic.childrightsconnect.org/

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Addressing barriers to children’s engagement

Supporting children’s engagement in CRC reporting – to whatever extent and in whichever way

– has very real time and resource implications and as such it is essential that organisations

understand the barriers children may face when engaging in such work. Achieving sustainable

funding and engagement, particularly when managing children’s expectations of their

engagement, and ensuring children have ongoing support to undertake their own activism

is key. Many NGOs report that they did not realise how much time and preparation children’s

engagement would take!

TIP: Promoting and ensuring child participation can be a long process, so you

should allocate specific staff with experience in child participation to run this

process in a time efficient and child sensitive manner.

Organisations have emphasised the value of empowering children to engage at the earliest

possible stage and developing activities in partnership with them. This can help to take into

account the different elements in children’s lives that can limit their involvement in advocacy.

In research carried out by Child Rights Connect, children were asked about the barriers they

faced when engaging in CRC reporting22. A significant majority reported that they found it hard

to find the time to become, or stay, engaged in children’s rights monitoring and advocacy on

account of responsibilities relating to school, family or employment. Others said their age and

ability to understand documents often made it difficult for them to participate fully.

22 NGO Group for the CRC (2009), Maximising children’s engagement in the reporting process for the Convention on the Rights of the Child.

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / 12

FOUNDATIONS

Barriers Idenfied by Children

Being able to go

to Geneva

Finding the time

The way people

talked to children

Understanding the

reporting process

My disability

Understanding the

reporting process

I do not speak the UN My age

languages

The words adults use

Understanding documents

With this in mind, it is crucial that organisations factor in every aspect of the reporting process,

including activities and advocacy at national level in their planning.

Organisations must also work to identify funding sources that can support the achievement of

these different aims both in the short and long-term.

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 FOUNDATIONS

CASE STUDY

Challenges to produce a child-led report, Malawi, 2016

The NGO Coalition on Child Rights (NGO CCR) in Malawi led the preparation of

an alternative report and intended to support children to produce their own

report. However, due to time constraints and a lack of capacity and existing child

participation structures, it appeared unrealistic to have children leading and

writing their own report. Alternatively, a consultant was recruited to facilitate the

production of a child-informed report.

A task force of 12 members of the NGO CCR drew a roadmap for the consultations

and worked closely with the consultant to identify child participants from different

backgrounds. A total of 268 children (132 boys and 136 girls) were consulted: pupils

and students, children from child rights clubs, refugee children, children with

disabilities, children with albinism.

Children participated in focus group discussions, individual interviews, open

debates and role-plays. These different activities, sometimes led by children

themselves, brought out children’s views as regards to the promotion, protection

and fulfilment of their rights under the UNCRC.

The report was drafted by the consultant based on the views of children. The

findings were validated by children themselves during two workshops with 54

children, mainly from child rights clubs. The validation workshops gave children a

second opportunity to raise other critical issues. After a careful analysis of the issues

and recommendations identified, children unanimously approved the report as the

outcome of the consultative process.

The NGO CCR acknowledges that the whole process should have been child-led

from the data collection to the data analysis and report writing, with the task force

and consultant providing logistical and technical support. However, it was not

possible to identify and to train a group of children to lead the whole process and to

undertake activities by themselves.

The NGO CCR learned some lessons for future processes to involve and support

children to engage in such activities, for example, to plan adequate time and

resources for long-term and sustainable child participation processes and to

continue working as a network to share institutional knowledge and expertise.

NGO Coalition on Child Rights

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / 14

PREPARATION

2. Preparation

Activities to engage children in the CRC reporting process

Organisations have used many different models and methodologies for supporting children in

every step of the CRC reporting process, dependent on the context in which they are working,

their own working methods, and the particular needs or ideas of children.

Ideally, children should submit their own evidence to the Committee in a separate children’s

submission and their views should be taken into account in both the State party report

(organisations can encourage the State to involve children) and the organisations’ reports to the

Committee. Children should participate in meetings with the Committee, follow and monitor

the session and take action at national level on the Committee’s concluding observations.

Organisations already working in the children’s rights field will usually have a range of

established activities that are run by, with or for children, aimed at promoting and furthering

children’s rights. These can often be used as the foundation for activities to empower children

to participate in CRC reporting.

Examples of activities that organisations have undertaken or built upon to support and enhance

children’s engagement in the reporting process and broader Committee activities include:

• Empowering children to learn about their human rights through a training and outreach

activity, including by producing with them on- and off-line materials about children’s rights,

advocacy and campaigning;

• Building on existing activities of child-led initiatives to educate them about child rights and

opportunities to engage in CRC reporting, leading to child-led submissions and follow-up

actions;

• Facilitating meetings and consultations for children at local and national levels;

• Supporting children to gather evidence on children’s rights or compare the State party and

NGO reports and highlight issues that have not been addressed and produce a children’s

report for various audiences, from local authorities to the CRC Committee itself;

• Accompanying children in direct reporting and monitoring, from participating in a children’s

meeting with the Committee to observing the State party examination;

• Facilitating a visit by a Committee member focused on interactions with children;

• Taking action on the Committee’s Concluding Observations – through dissemination,

meetings with government officials, and child-led campaigns;

15 / TOGETHER WITH CHILDREN, FOR CHILDREN

 PREPARATION

• Channelling children’s contributions during the drafting of CRC General Comments23;

• Supporting children to engage in the planning, implementation and follow-up of the

Committee’s Days of General Discussion24 and in participating as speakers, moderators and

audience in such UN events;

• Engaging with the media to promote and debate children’s rights.

CRC reporting is one of the many entry points to engage with the UN human rights system.

Children, as human rights defenders, should be encouraged and supported to engage with other

relevant UN and regional mechanisms (see chapter Follow-up work and ongoing monitoring).

TIP: As a general principle, organisations may wish to consider supporting

children financially to participate in preparatory meetings and other activities,

whether this is through paying for travel and accommodation, paying for parents

or carers to accompany children to meetings, or through subsidising lost wages

for working children.

Child safeguarding

It is essential to carefully consider the country context and child safeguarding measures before

planning activities, to anticipate any difficulties or risks that may entail and to adapt the

activities accordingly.

A risk assessment with mitigation strategies should be

undertaken as priority (see template – Appendix 3) to list,

discuss and assess risks and obstacles for each activity and

related steps that you or children envisage, in addition to TIP: It is possible to contact

child safeguarding measures. It may be necessary to adapt Child Rights Connect if

your plans in different ways (prior to, during implementation you wish to receive more

and as part of the follow-up) to ensure child participants information and support on

are safe from harm. child safeguarding.

23 Read the General Comments: https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/TBSearch.aspx?Lang=en&Treaty-

ID=5&DocTypeID=11 and contact Child Rights Connect to find out about upcoming ones.

24 www.ohchr.org/EN/HRBodies/CRC/Pages/DiscussionDays.aspx

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / 16

PREPARATION

Check out Child Rights Connect Child Safeguarding Policy and Procedure25 that can be used

as a basis to develop or build on your own. It is important to ensure that everyone involved in

your activities, both children and adults, are trained in accessible and age-appropriate ways to

know about the child safeguarding measures in place and what to do / where to go if there is an

incident or concern about a child’s safety.

The Committee also adopted its own Child safeguarding procedure26 to prevent and respond

to any form of harm to children arising from and during their participation in the Committee’s

work.

Supporting children to address sensitive issues should not be avoided but should be very

carefully planned and accompanied. To address grave violations, you may consider using existing

material (complaints, Ombudspersons, NHRIs or human rights NGO reports, child helplines

data, etc.). Rather than engaging children in collecting or giving new individual testimonies,

children other than the victims may be invited to reflect upon such material. However, peer

consultations or child-led surveys sometimes allow finding out about facts and/or perceptions

that adult-led research would not reflect.

In addition, you should reflect on how to adapt the planned activities to ensure inclusivity and

to empower very young children, children with disabilities and children in vulnerable situations

(children living in poverty, children in street situations, children in alternative care, children in

detention, children on the move, working children, refugee or asylum-seeking children, etc.) to

also participate.

TIP: Sometimes, proposing broader CRC awareness-raising and creative

activities can be easier or more acceptable (e.g. by a prison administration) than

direct work on CRC reporting, but can ultimately nurture a children’s submission

while guaranteeing the necessary level of protection, anonymity, or age-

appropriateness.

25 https://www.childrightsconnect.org/policies/

26 www.ohchr.org/Documents/HRBodies/CRC/crc-child-safeguarding-procedure-2020.pdf

17 / TOGETHER WITH CHILDREN, FOR CHILDREN

 PREPARATION

CASE STUDY

A strategy for safe and inclusive participation of children in the CRC

reporting, Moldova, 2017

A group of 25 children was set up to lead the child participation process in the CRC

reporting in Moldova, facilitated by the Child Rights Information Center (CRIC).

Children were supported to assess risks related to their own and their peers’

participation based on their own experiences, and with the thematic expertise in

online safety provided by La Strada Moldova. The safeguarding procedures and

mitigation strategies were developed based on this assessment. It included what

the children, CRIC and other adults involved should do to keep children safe. Several

tools were then developed together with the children, for example, short guides for

journalists and representatives of authorities to tackle children’s concerns during

and after risk-sensitive events such as public meetings with the authorities or the

media. As a result of this process, the core group of children felt better prepared to

deal with possible risks and more confident to engage in public discussions.

In addition to safety, the children were supported to review their activities from

the perspective of inclusiveness. They got familiar with a child-friendly version of

the nine basic requirements for a safe and meaningful child participation in the

reporting process from the Committee’s Working Methods, and discussed how each

requirement was reflected in their activities.

The group identified good examples and practices, but also what could be improved

and how. Some recommendations were shortly implemented. For example, to

increase inclusiveness and strengthen perspectives of excluded children in the

report for the Committee, focus groups were conducted with Roma children and

mothers under 18. Some recommendations required more time and resources, such

as the creation of a web-portal (https://monitor.drepturilecopilului.md/) to inform

and empower more children in the CRC monitoring and reporting.

Child Rights Information Center

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / 18

PREPARATION

Establishing Partnerships

Involving other organisations and individuals in work related to engaging children in the CRC

reporting process can contribute significantly to the impact of the work, both in the short and

the long-term. Key stakeholders to engage with include other children, schools, youth groups,

child-led organisations, NGOs, faith organisations, national broadcast and print media, local

authorities (or village/community leaders), parents and carers, parliamentarians, political

parties and the State party. These links can help to build joint capacity, resources, knowledge

and expertise and also build a strong foundation that can be used to lobby for State action on

the Committee’s Concluding Observations.

In particular, we recommend collaboration with your national child rights coalition, if one

exists, or with other child rights organisations that may have complementary skills, expertise

and resources to develop your initiative jointly.

You should consider consulting with the national or regional UNICEF office early in the process

to check whether it has its own plans to support a child reporting process, or would be willing

to either participate in or support your initiative technically or financially. Similarly, you should

check the interest and potential support of international NGOs present in the country, as

several have a strong interest in child participation.

Human rights or children’s Ombudspersons and NHRIs are the other obvious potential partners

for collaboration on child reporting.

TIP: Depending on how independence from the State can be guaranteed and

perceived, you may ask government counterparts to also provide support for

child reporting. Ultimately it is a State party’s obligation to ensure that children

are encouraged and enabled to participate in the preparation of the State

reports to the Committee, as referred in the Committee’s Working Methods27 and

CRC General Comments No. 528, 1229 and 2030.

27 https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/66/2&Lang=en

28 General Comment No. 5 (2003): General Measures of Implementation of the Convention on the Rights of the Child, see: https://

tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fGC%2f2003%2f5&Lang=en

29 General Comment No. 12 (2009): The right of the child to be heard: https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/

Download.aspx?symbolno=CRC%2fC%2fGC%2f12&Lang=en

30 General comment No. 20 (2016) on the implementation of the rights of the child during adolescence: https://tbinternet.ohchr.org/_

layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fC%2fGC%2f20&Lang=en

19 / TOGETHER WITH CHILDREN, FOR CHILDREN

 PREPARATION

Achieving a “legacy” of children’s engagement in CRC monitoring is challenging and part of a

much broader process of mainstreaming and integrating children’s participation in a sustained

way at different levels. Building strong relationships with key national stakeholders has proven

immensely valuable to many organisations in securing funding for follow-up activities to the

formal CRC reporting process. For others, establishing links at local and provincial levels has

been a very effective vehicle for achieving tangible change in children’s lives, and engaging

children in human rights monitoring, on an ongoing basis.

Supporting children’s personal development and

knowledge of the UN human rights system

To ensure that children have the skills they need to meaningfully engage in the CRC reporting

process – and most importantly, to get the most out of their participation – organisations will

need to provide information and training on children’s rights monitoring, again building on

what had been achieved already rather than starting from scratch. It can be useful to focus on

children’s personal development by supporting them to develop skills in areas such as public

speaking, research, analysis, report writing and evaluation.

TIP: Children’s empowerment is part of a long-term process so their

participation in CRC reporting should not be seen as a one-off event. It is

important to take forward activities, such as those listed below, with a vision for

sustained empowerment and participation in monitoring and implementation of

the CRC and beyond.

Many organisations have found it useful to develop or adapt specific tools to enable children’s

participation in monitoring, reporting and advocacy, such as:

• Child-friendly version of the CRC

• Child-friendly information on the reporting process and versions of relevant documents,

such as the Concluding Observations, adapted or explained to children

• Child-friendly information about the law affecting children’s rights in their country

• Regular meetings to give children the opportunity to identify and discuss children’s rights

issues

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / 20

PREPARATION

• Research tools for use by children

• Training and materials to help children develop campaigning skills

• Using theatre and video production to explore children’s rights issues

• Building the capacity of partner/member organisations to support children’s self-advocacy

Organisations will need to consider making additional support available – through dedicated

materials, staff and the involvement of parents and carers – to enable younger children and

children with particular needs to participate fully in the whole range of activities.

TIP: It is key to support children to have ownership over the process!

Organisations should empower children to take forward their own initiatives

by creating the space and opportunities for them to develop their ideas and be

creative.

CASE STUDY

Ensuring younger children have their say, Germany, 2019

The one-year participative process to write the Child Rights Report was planned

and carried out by the National Coalition of Germany with the support of its

network. The most important players, however, were the children who participated

in many ways.

Twenty-two children aged 8 to 17 independently initiated creative projects on a

wide range of issues relating to children’s rights. In joint workshops, the groups

discussed their interests and ideas and prepared project plans. After carrying out

their own initiatives, they presented the results and personal experiences at a

second meeting. The twelve exciting projects had a variety of approaches with

themes and formats including short films, surveys and study groups at schools.

It was important to also give younger children the chance to participate and

have their say. With few existing connections to younger groups, and only limited

resources available, the project team visited three day-care centres in Berlin.

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 PREPARATION

Thirty-two children were involved in conversations on issues such as personal

opinion, participation and privacy. The project team read a story31 to the day-care-

centre children which described various situations in which children’s rights are

important. Through the story, the children were able to get to know their rights

better in a fun and playful way. They got their own say and were able to share their

thoughts, wishes and experiences on various topics important to them. The children

also shared their opinions and personal experiences through written pieces or

pictures that input the report. The conversations showed that, even at a young age,

children have things to say about children’s rights and have a strong sense of what is

fair and right, and what is not.

In addition, a nation-wide survey gave children the chance to share their opinion

on issues relating to children’s rights. The survey could be completed online on

the dedicated website of the Child Rights Report (www.kinderrechtereport.de) or

printed out and sent back to ensure greater access and inclusivity. Two different

versions were available based on age and questions could be skipped according to

interest. A total of 2,725 children took part in the survey, including 39% of children

aged 6-9 years old!

The report is a mosaic of many opinions, experiences and assessments made by a

variety of participants and collected in different ways. When it came to participation,

minimising access barriers was fundamental. Participation, including for younger

children, will continue to be developed for future projects.

National Coalition of Germany

31 M)ein Tag voller Rechte (A day full of rights), Outlaw gGmbH: www.outlaw-ggmbh.de/fileadmin/content/Downloads/Kinderrechte_

mit_Paul.pdf

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / 22

PREPARATION

Empowering children to gather evidence

Children can themselves collect evidence and gather their peers’ experiences as a way of sharing

children’s views on the state of children’s rights in their country. Indeed, evidence collected

by children themselves have a special meaning and importance for the Committee. Some of

the research projects undertaken by children have incorporated the views of thousands of

children. Others have been smaller, focusing on the views of particular groups of children or the

experiences of children living in particular settings. Some organisations have trained children in

social research and investigative skills, and supported them to carry out the research themselves.

As a general rule, children should participate throughout the process: in designing the project,

developing the questions, carrying out the research, undertaking the analysis and evaluation

and follow-up activities. Adults can also play their part if there is resistance to child participation.

In some situations, child-led research can lead to backlash from parents and carers who see

it as a threat, so accompanying adults should help children handle such reactions. In other

situations, child researchers felt they gained increased respect from peers and adults from the

process. This was especially the case when child researchers were younger or perceived as more

vulnerable (e.g. living in care) than the children they interviewed and considered these data-

gathering exercises instrumental in enabling them to get their voices heard and taken seriously.

Children have used a range of methods to gather the views and experiences of their peers:

• Undertaking surveys and questionnaires with children at events, through schools and

children’s groups or associations, and online, in order to collect a wide cross-section of

views and experiences;

• Undertaking targeted research through focus group interviews, with marginalised groups

of children (in some cases, children previously identified by NGOs or the Committee as likely

to face violations of their rights), to talk in detail about their rights and what needs to change;

• One-to-one interviews with vulnerable children, for example children in custody, children

in mental health settings, or children who have experienced abuse;

• Discussion days and consultation events, bringing together large groups of children from

different ages and backgrounds;

• Launching a national call for evidence to obtain case studies from children about how far

they feel their rights are respected;

• Undertaking a literature review to determine where children’s views are already being

represented, and where children have not had the opportunity to share their experiences;

• Making or collecting videos, photos, drawings through competitions, workshops,

partnerships with artists.

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 PREPARATION

All of these different methods should be grounded in ethical research methods and in accordance

with the nine basic requirements of the Committee’s Working Methods – for example, reviewing

research questions with supportive professionals to ensure they are appropriate and relevant,

and will not have a disproportionate emotional impact on young participants; ensuring all

children (and parents or carers) have consented to being involved in the research and have been

provided with all the necessary information; ensuring children know what will be done with their

views and get a feedback on how their contributions fed in the reporting or monitoring work;

ensuring individual children cannot be identified through the research; providing assistance

to ensure that children can express their views freely (through using private meeting spaces,

interpreters, signers, and other methods as required by children); and ensuring that all children

have the opportunity to contribute their views and experiences should they wish to do so.

TIP: Ensure that adequate funding is available for data gathering exercises

– for example, for training to be provided for peer researchers, for travel to

allow children to take part, for supporting online platforms for children, for the

translation of materials into the different national languages, for the hiring of

venues if required, and for any specific materials that may need to be developed

to engage children with disabilities.

See Appendix 1 for an example of ethical considerations governing research with children.

See Appendix 2 for an example of a survey used by NGOs to gather children’s views on their

rights.

See Appendix 3 for a template risk assessment for a children’s rights research project.

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / 24

CHILDREN’S SUBMISSIONS TO THE COMMITTEE

3. CHILDREN’S SUBMISSIONS TO

3. Children’s Submissions to the

THE COMMITTEE

Committee

When Child Rights Connect asked children why they had engaged in the CRC reporting process,

children said they wanted the opportunity to tell the Committee about children’s rights in their

countries, in their own way and in their own words. During the 2018 Day of General Discussion,

children told the Committee “nothing about us, without us”.

In several countries, children have used the evidence they gathered from their peers to develop

their own submissions to the Committee, which are considered alongside the reports from the

State party, UNICEF, NHRIs, Ombudspersons, NGOs and others.

Children’s submissions

There are no hard and fast rules about what information children should include in their

submissions to the Committee or what their submissions should look like. Written reports from

other stakeholders should not be longer than 20,000 words32, but children’s submissions do not

have any word limit and children are encouraged to be as creative as possible in the way they

decide to present their evidence to the Committee (videos, photographs, artworks, poems,

songs, etc.).

Reports by civil society usually contain a section-by-section analysis of the State party report33

based on the following nine clusters of rights to enable the Committee to compare with the

government report:

1. General measures of implementation (Articles 4, 42, 44.6)

2. Definition of the child (Article 1)

3. General principles (Articles 2, 3, 6, 12)

4. Civil rights and freedoms (Articles 7, 8, 13, 14, 15, 16, 17)

5. Violence against children (Articles 19, 24.3, 28.2, 34, 37(a), 39)

6. Family environment and alternative care (Articles 5, 9, 10, 11, 18.1–2, 20, 21, 25, 27.4)

7. Disability, basic health and welfare (Articles 6, 18(3), 23, 24, 26, 27.1–3, 33)

8. Education, leisure and cultural activities (Articles 28, 29, 30, 31)

9. Special protection measures (Articles 22, 30, 32, 33, 35, 36, 37(b)–(d), 38, 39, 40)

32 10,000 words for alternative reports and for written inputs to LOIPR, 20,000 words for written inputs to State report

33 Committee’s guidelines for State reporting (Initial report, Periodic reports, OPAC report, OPSC report): www.ohchr.org/EN/HRBodies/

CRC/Pages/CRCIndex.aspx

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 CHILDREN’S SUBMISSIONS TO THE COMMITTEE

Children can be given information about these clusters, as

a basis for discussion on whether they have information

under each one, which ones they consider as a priority,

whether they would prefer to select just a few or do TIP: Child Rights Connect

a thematic report, rather than a comprehensive one. can also provide advice

Children can also decide to cover all clusters but only as and information about the

they pertain to a specific category of children (e.g. children development of children’s

with disabilities, indigenous, minority, asylum-seekers, submissions.

working children, etc.).

It is essential to ensure children can shape their own

agenda – quite often, particularly when supported by

organisations, children’s submissions mirror the organisations agendas and priorities and are

not necessarily tackling the issues that they think affect them most. So, the starting point for

consultation should be their own rights and how they perceive and experience them being

fulfilled, or not.

To view public submissions by children to the Committee, check the database: www.

childrightsconnect.org/alternative-report-archive. You can also ask Child Rights Connect to

provide you with recent examples.

For practical advice to support children in developing their submission, see our guide for

children My Pocket Guide to CRC Reporting.

CASE STUDY

Children in street situations express their views through a video,

Philippines, 2019

In 2016, 2018 and 2019, the child rights organisation Bahay Tuluyan convened a

Congress for children in street situations in the Philippines. In 2019, the Street

Children’s Congress involved 47 children from 7 organisations. Children in street

situations were given training about the CRC General Comment No. 21 on children

in street situations. The participants were divided into groups which focused on

different thematic areas of the General Comment: equal treatment, child labor,

survival & development, health & disabilities, participation & freedom, justice for

children, family connections, basic needs in life, education and child protection.

They were given opportunities to share and reflect how these themes related to

their own experiences.

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CHILDREN’S SUBMISSIONS TO THE COMMITTEE

During and after the Congress, the participants were assisted to produce creative

outputs to share the key issues which emerged during their discussions. As a result,

a group that focused particularly on the themes of justice for children and child

participation produced a music video entitled ‘Street Children are Not Criminals’34.

Child participants led the creation of the video including writing the lyrics, directing

and performing. They were assisted throughout this process by adult staff and youth

leaders from Bahay Tuluyan, especially for the video editing. All children and youth

performing in the video gave their informed consent to its public release on the

International Day for Street Children.

In February 2020, children requested to submit their video to the Committee,

as part of their country review. As the lyrics were written and performed in the

children’s mother tongue, Tagalog, an English transcript was provided and the

video included subtitles in both languages. A joint statement prepared during the

Congress was submitted along the video. It aimed to summarise the feedback and

recommendations from each thematic group of the Congress and was approved by

all the child participants.

Children in street situations had an opportunity to present their submission to

government officials from various departments, civil society organisations and

the press during a half day event. Adult representatives attended the children’s

performances (theatre, film, artwork, rap and photography) and listened to

the statement from the congress. At the end of the event, adult representatives

formulated pledges to support the rights of children in street situations.

Bahay Tuluyan

34 www.youtube.com/watch?list=PLV_rST8pp2Br9NXCX4DhxZqN3WLYf4Z7l&v=HMX_Yxdy40o&feature=emb_logo

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Practical matters relating to the submissions

Children’s submissions are expected to be submitted in accordance with the deadlines relating

to alternative reports and written inputs. Organisations should monitor the OHCHR Deadlines for

the submission of State party report35, the CRC session calendar36 and check the corresponding

deadlines for civil society organisations37.

Submissions from children should be sent online through the dedicated platform on Child

Rights Connect’s website: www.childrightsconnect.org/upload-session-reports.

It is not requested to send hard copies to the Committee.

Children can decide if they want their submission to be kept confidential or to be published

online. Supporting organisations should help and guide them to choose, by explaining the

benefits but also the risks of disseminating their evidence in their own country and broader.

Examples of activities include launch events, distributing press releases to the media, meeting

with government officials, parliamentarians and other key stakeholders including the children’s

Ombudsperson, NGOs, child-led organisations, and local authorities. Children should be

encouraged to ensure that all the children that participated in the submission, by contributing

views, writing the report, or in some other capacity, receive a copy of the final submission in a

form that is accessible to them.

35 https://tbinternet.ohchr.org/_layouts/15/TreatyBodyExternal/MasterCalendar.aspx

36 https://tbinternet.ohchr.org/_layouts/15/TreatyBodyExternal/SessionsList.aspx?Treaty=CRC

37 www.ohchr.org/EN/HRBodies/CRC/Pages/InfoPartners.aspx

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CHILDREN PRESENTING THEIR VIEWS TO THE COMMITTEE

4. Children Presenting Their

Views to the Committee

A children’s meeting is a 1-hour private meeting with the Committee, either in person in Geneva

or online, which takes place just before the country pre-session. Children’s meetings are not

yet a formal part of the reporting process and must be worked into the Committee’s pre-

session schedule in advance. Request for children’s meetings have to be made when sending

the submission through the online platform.

A children’s meeting is a 1-hour private meeting with the Committee, either in person in Geneva

or online, which takes place just before the country pre-session. Children’s meetings are not

yet a formal part of the reporting process and must be worked into the Committee’s pre-

session schedule in advance. Request for children’s meetings have to be made when sending

the submission through the online platform.

Children’s delegations

Meeting with the Committee is an opportunity for children to claim their place at the heart of the

CRC reporting process. Most children who meet with the Committee participate in a children’s

meeting and/or attend the pre-session, the latter as observers or as participants.

For each country, there could be different children’s delegations supported by several

organisations participating in the same meeting. It is a great opportunity for children to meet

with their peers in their country, but also implies that children should coordinate by: getting to

know each other during the preparatory call organised by Child Rights Connect, having other

opportunities to meet and chat about the meeting (in person when possible or remotely) and

coordinating in Geneva during the briefing led by Child Rights Connect.

There is no standard approach to the size and composition of child delegations for the children’s

meeting, and no expectations from the Committee. However, it is important to work with children

to consider what form of delegation is likely to have the biggest impact on the Committee,

having in mind the limited time available for the meeting and child protection standards that

should apply. Organisations should for instance take into account issues such as age, gender

balance, ethnicity and background (for example, including minority and indigenous children,

children with disabilities or vulnerable groups) to ensure a delegation as representative as

possible, while keeping the delegation quite small to enable effective preparation, protection

and participation.

Due to time constraints, the children’s meeting and the pre-session are never extended beyond

three hours and half in total. It is therefore important to take this into account when deciding

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how many children should go to Geneva or participate online. Large delegations of children

have sometimes felt frustrated by the time constraints, especially within the tight hour of

the children’s meeting. Managing children’s expectations of meetings with the Committee is

fundamentally important. Meetings with the Committee should be emphasised as part of a

wider process with the ultimate aim of improving the implementation of children’s rights in

each country38. Preparatory children’s meetings should also be ensured whenever possible,

based on past global experiences.

TIP: The Committee does not provide individual assistance to children. It is

therefore essential that children understand that the Committee will not be able

to intervene and directly improve their lives as a result of the meeting. A trained

adult should prepare children mentally and emotionally as to what to expect,

and avoid involving children who, due to their vulnerability, may be negatively

impacted in any way due to their personal situation. This should be in line with

a thorough risk assessment as well as finding ways to ensure that vulnerable

children are still able to participate and have their voices heard.

Children representatives who wish to participate to the country pre-session and/or to the

children’s meeting should:

ü Have been involved in the elaboration of children’s views to the Committee (e.g. drafted a

report, participated in the consultations for the elaboration of a submission, have produced

or contributed to the production of a video, etc.) and be able to present the submission

and which issues they think are a priority in their country and to answer questions from the

Committee;

ü Be trained about their rights under the Convention, and its Optional Protocols if relevant;

ü Be informed about their participation in the CRC reporting process (scope, purpose, impact,

modalities, barriers, risks);

ü Be willing to participate;

ü Understand that they would participate as a representative of a group of children and be

able to represent different groups and concerns of the children in their country (special

efforts should be made to ensure that children in marginalized and vulnerable situations

are represented);

38 Children can meet the Committee in other ways, such as during a rapporteur visit (see section 5 of this Guide).

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CHILDREN PRESENTING THEIR VIEWS TO THE COMMITTEE

ü Be able to draw on their knowledge, skills and abilities to express their views on relevant

issues;

ü Be respectful of their peers’ views.

In principle, children should select their representatives themselves. There are many different

approaches that organisations and children can take in selecting delegations. Some of these

have included:

• Child-led organisations voting for the children that will represent them in Geneva;

• Running an open competition asking children to “apply” for a place on the delegation,

with successful entries chosen by children or organisations;

• Children approached on the basis of other children’s and organisations’ knowledge of their

direct experience of issues to be raised or their child rights advocacy experience.

It has usually been the case that the overriding criterion for participating in a children’s

delegation is their active role in preparing the children’s submission and/or active engagement

in promoting or implementing children’s rights. This is intended by many organisations to

signpost the legitimacy of children’s participation in the reporting process based on their

status as children and as individual and collective rights-holders. Children who meet with the

Committee should talk about the broader issues in their report/country and not only focus on

providing testimonies about their personal circumstances.

TIP: Members of a children’s delegation should be under the age of 18 by

the date of the meeting. If they turn 18 during the process, they can rather

participate in the pre-session or make a special request to participate in the

children’s meeting as child participant.

Once a children’s delegation has been selected, it is important to support their visit to Geneva

or their participation online. Preparation and training should include:

• Enabling children to get to know other members of the delegation prior to travelling to

Geneva or connecting online;

• Providing a briefing (and an itinerary for children to take away) about what will happen in

Geneva / online, what to expect, and what their roles will be;

• Establishing whether children will be participating in the pre-session, a children’s meeting,

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or both – and familiarising them with the likely

set-up of each meeting;

• Ensuring children feel comfortable with the

adults that will be accompanying them to TIP: Children can find the whole

Geneva or supporting them online, and that process to be an intimidating

these adults are well briefed and trained; experience – scheduling an extra day

• Providing training for children – for example, in Geneva to allow children to settle

doing a roleplay so that they could feel in, familiarise themselves with the

comfortable speaking in front of the Committee city, recover from jetlag and prepare

members and talking to the screen if online, together for their meeting with the

or a training in public speaking or media Committee can be useful and is

interviewing39, to ensure they are prepared not advised.

only for meeting the Committee but also for any

related activities at national level to promote

their findings;

• Managing children’s expectations about what is likely to be achieved during the meeting

itself;

• Ensuring parents and carers have consented to and are well informed about the activities

children will be involved in while in Geneva or online, and are familiar with the adults

accompanying children to Geneva;

• Having a child safeguarding policy in place, with well-defined procedures, roles and

responsibilities.

See Appendix 4 for a programme from a residential weekend preparing children to meet with

the Committee in Geneva.

TIP: The UN Committee only has access to English, French and Spanish

interpretation during the pre-session, although translation into the other

three UN languages (Arabic, Chinese and Russian) may be provided upon

request. Interpretation services are not provided for the children’s

meeting; interpretation must be provided by the accompanying adults from

the children’s mother tongue into English.

39 Organisations should follow existing guidance for interviewing children to ensure that the individual child and his/her peers and family

are not put at risk. For more information about existing guidelines, contact Child Rights Connect.

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Logistics and safety considerations for a children’s

delegation participation

The following will need to be considered when planning the logistics of your delegation’s visit

to Geneva or online:

ITEM DETAILS STATUS

• Transport, including transfer

• Passports / visas

• Cost of travel to obtain passports /

visas

Have you budgeted

adequately for • Travel and health insurance

costs relating to the • Immunisation (if relevant)

delegation visit or online

participation? • Accommodation and a per diem

for each child participant and

accompanying adult

• If online, a safe and well-equipped

space (including a stable device and

Internet connection) and technical

support

• Language support

Have you anticipated • A support worker for a participant with

additional costs that disabilities

may be incurred as a

• Replacement wages for a working child

result of the individual

(if appropriate)

needs of delegation

members such as? • Toiletry kits or appropriate clothing

(i.e. warm clothes) for children who do

not possess these

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ITEM DETAILS STATUS

If delegation members • Necessary parental/guardian

and accompanying authorisation and documents for all

adults need to obtain • Request for invitation letter for visa

passports or visas to from the OHCHR and/or Child Rights

travel to Geneva, have Connect

you factored in the time

needed to obtain these? • Time to submit request and collect visa

• Consent to travel from parents or carers

and children themselves for every

delegation member (including if not

Have you adequately needing a visa)

informed and involved

parents, carers and • Itinerary for parents and carers, along

children themselves in with emergency contact details

decision-making and • Ways to enable children to contact

preparation? their parents or carers while in Geneva

(phone, e-mail, collective/individual)

• Identification and preparation of

accompanying adults

• Advance information on protection

policy to participants and their

accompanying adults

Do you have an • Written plan/guidance/contacts details

appropriate child to all delegations members for any

protection policy issues that may arise

in place, and a risk • Adequate number of staff in the event

assessment to cover the of an emergency

visit to Geneva?

• Psychological support planned for

children if they have shared difficult or

sensitive issues with the Committee

• Staff training to deal with these issues

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ITEM DETAILS STATUS

• Linguistic

• Dietary

Are you aware of all

relevant support needs of • Religious

delegation members and

• Health

how to meet these needs

during the delegation visit? • Related requests made to Child Rights

Connect/CRC Secretariat (i.e. access to

building for wheel-chair, prayer space)

• Accommodation (in shared or single

Have you pre-arranged

rooms in agreement with participants’

accommodation and meals

wishes and parents/carers’ agreement?)

for the delegation?

• Breakfasts, lunches, snacks, dinners

TIP: If an online participation, budget and safety should not be

underestimated as children may have to travel in-country and technical

difficulties have to be prevented with adequate equipment. It is possible

to make a request to national UNICEF offices, UN agencies or international

organisation to host the meeting and provide a safe and well-equipped

space.

Child Rights Connect provides a Handbook for all organisations travelling to Geneva to

participate in meetings with the Committee containing practical information about transport,

accommodation, and the local area. It is a useful basis for preparing materials to advise

children on what to expect in Geneva, including details on the climate, the currency, and

the standard of living. You should consider translating and/or adapting it to your specific

children’s delegation.

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The role of the accompanying adults

Children who travel to participate in a pre-session or a children’s meeting must be accompanied

by a chaperone, i.e. an accompanying adult responsible for them during the whole travel.

Being a chaperone is a twofold responsibility:

1. The chaperone has to ensure that children are safe, cared and protected in compliance with

the child protection policy of the organisation of the chaperone during the whole duration

of the trip;

2. The chaperone has to create an enabling environment for the children by addressing all

barriers to their participation.

Chaperones should be prepared and supported by their respective organisations, and should be

selected based on their experience and skills to facilitate the children’s participation effectively,

as well as their relationship with the child(ren) concerned. It is crucial that the child(ren) are

empowered to be part of this selection process and have a say in who is selected.

Here are some tips and guidance to help chaperones in the process of preparation:

ü Fully read and understand the Committee’s working methods on child participation;

ü Discuss with the children about your role, this experience, their objectives and expectations;

ü Undertake a risk assessment of the whole experience – including logistical arrangements –

well in advance and as early as possible, to prevent or minimise risks (see our Template Risk

Assessment and Check List for Logistics);

ü Manage children’s expectations: explain what the Committee can and cannot do, in

particular, remind them that the Committee cannot directly improve their lives or the lives

of their families and friends and that their participation can only influence the general

recommendations the Committee will make to the State;

ü Explain the principle of confidentiality to the children and what it means in practice.

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Briefings

A few weeks before the pre-session and children’s meeting, Child Rights Connect invites all

the pre-session participants and children’s delegations to join preparatory calls. Two calls are

organised per country reviewed: one with the adults and children (if they wish), one with the

children and their accompanying adults. The aims are to present the main stages and steps of

both meetings, to provide information about the Committee, OHCHR and the logistics, as well

as to respond to any questions or doubts about children’s participation in the meetings. This is

also an opportunity for everyone to get to know the other participants and to start coordinating.

Prior to the pre-session and children’s meetings, Child Rights Connect also organises separate

briefings for organisations and children, which children should attend: the aim is to familiarise

children with the UN buildings, go over rules and regulations, and give children the opportunity

to raise any questions or concerns. This is an opportunity to “break the ice” before meeting with

the Committee.

The children’s meeting

Children’s meetings are usually solely in-person or online (via videoconference or teleconference)

but in some instances, are a combination of the two (in-person and remote participation).

The children’s meeting usually lasts one hour and is scheduled immediately before the pre-

session. The Committee members acting as Country Rapporteurs or Task Force for the State

party examination (see details on the role of the Rapporteur in next section) will be present.

Other Committee members might also attend. The meeting is intended to be much less formal

than the pre-session, and Committee members will sit together with children rather than in the

more formal seating arrangement used for the pre-session.

The meeting is an opportunity for children to share their views and those of children from

their country. During the private meeting with the Committee, accompanying adults should

not be present in the room unless children decide to have them present (to help them feel at

ease) or if needed for specific needs. Chaperones should keep in mind that children are the key

players in the children’s meeting and if they participate, they should not speak unless providing

interpretation or if the children ask for explanations. While doing this, chaperones should not

give their own opinions or try to influence those of the children. It is essential to explain to the

children the methodology and the format of the meeting beforehand, so that children can take

an informed decision on the presence of accompanying adults, but children may also change

their mind prior to the meetings. A representative of Child Rights Connect will be present in

order to help facilitate and monitor the meeting together with a Human Rights Officer from

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the OHCHR. Child Rights Connect will take notes for our own internal report but will not be

participating in the dialogue or doing the interpretation.

Children decide if they want to deliver a statement, give a presentation on their main priorities,

issues of concern and recommendations or to directly receive questions from the Committee.

Committee members will ask children one question at a time, rather than posing a series of

questions. After an hour, the Committee will close the meeting.

TIP: Any type of presentation (videos, PowerPoint, …) can be arranged and

shown in the meeting room or online. Please, inform Child Rights Connect if

children plan to do such a presentation and contacts will be made with the CRC

Secretariat to explore the feasibility of using such devices.

When children who participated in a meeting with the Committee were asked about their

experiences, almost all said they felt they had been listened to and that the Committee had

wanted to hear what they had to say. It is important to prepare children for the limited time they

will have with the Committee so that they do not have unrealistic expectations of the meeting.

Children should be encouraged to see the meeting as an opportunity to highlight their major

concerns and talk about what they want to see in the concluding observations; organisations

should remind children that the Committee will also take their submission into account when

formulating its concluding observations.

After the meeting, each participant to the children’s meeting will receive a questionnaire on

their participation, where they can share what they like or dislike about the meeting, in order to

help the Committee to improve its Working Methods and future meetings with children. Answers

to the survey are voluntary and can be submitted anonymously; they can be filled on paper or

online.

More detail on the children’s meeting scan be found in Child Rights Connect’s Handbook for

Children Participating in the Pre-Session40.

40 https://www.childrightsconnect.org/wp-content/uploads/2020/08/crcreporting_ps_handbook_children_en.pdf

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CHILDREN PRESENTING THEIR VIEWS TO THE COMMITTEE

The pre-session

The pre-session is a 2.5 hour technical meeting where all 18 Committee members meet with

selected children’s rights defenders. It is a unique opportunity for children’s rights defenders

to confidentially share their information and concerns before the Committee’s dialogue with

the State – the session. It is not especially child friendly. It is usually a small meeting due to its

format and confidential nature. Generally, no more than twelve participants attend the pre-

session, in addition to Committee and CRC Secretariat members.

Participants usually include national, and sometimes international, NGOs, UNICEF or other UN

agencies, Ombudspersons and NHRIs that have submitted reports. Observing or participating

in the pre-session can give children a better understanding of the CRC reporting process and

the way in which the Committee formulates its concluding observations – leading to more

meaningful engagement. When determining the composition of delegations for the pre-session,

organisations should not neglect to consider the expertise of child-led organisations, especially

where issues such as child labour or the involvement of children in armed conflict are being

discussed.

Following a short introduction by the Chair, participants will be asked to give short oral

statement outlining their main issues of concern and updates and new developments since

the submission of the report. Committee members will then ask series of questions based on

the presentations and their reading of the State party, NGOs, UN agencies and other reports.

The participants will be given a short break to decide how to answer the questions. Discussions

between the Committee and participants continue for the duration of the meeting. More detail

on the procedures in the pre-session can be found in Child Rights Connect’s Handbook for Adults

Participating in the Pre-Session41. Children may also speak during the presentation time and

provide answers to the Committee’s questions, if they wish. The chaperone’s role is to help the

children understand the discussions and participate if they wish to do so.

41 www.childrightsconnect.org/publications/

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CASE STUDY

Children’s meeting: an opportunity for children to meet with their

peers, State of Palestine, 2019

Defence for Children International Palestine (DCIP) and SOS Children’s Villages

Palestine (SOS Palestine) took forward child participation processes resulting in the

support of three children to participate together in a children’s meeting in Geneva, as

part of the initial CRC review of the State of Palestine.

DCIP facilitated child-led consultations for different groups of children from several

areas in the West Bank and the Gaza strip. A total of 90 children discussed different

clusters of rights relevant to their lives, guided by the following questions: What issues

do you face when practicing your rights? What could be improved for you to fully enjoy

such rights? Do these rights apply to all children? Children’s views and opinions were

then incorporated into the main alternative report submitted by DCIP and partner

organisations.

Among the children consulted, six children from the DCIP protection units were

pre-selected during the workshops to attend the children’s meeting with the

Committee. The nominations were based on their living areas, gender, backgrounds,

understanding of children’s rights and capacity to represent their peers. After

interviews, a girl and a boy from marginalized areas were selected as the two child

representatives. As part of DCIP protection units, they were already familiar with child

rights and the situation of children rights in Palestine and were supported to reflect

the life of children in Palestine and to formulate recommendation to improve this

situation.

On its side, SOS Palestine organised two focus group discussions with 7 children

from among the members of its children’s council, some being also part of its child

protection team. A child safeguarding focal point and a communications officer

facilitated the discussions through different trainings and exercises. The children’s

views informed the alternative report submitted to the Committee. Before the final

copy was submitted, children gathered and discussed the final most important inputs

to include within the report.

A 16-year-old girl who contributed to the discussions had been nominated by the SOS

Palestine children’s council to represent children in the meeting with the Committee.

Prior to the meeting, the child representative had several preparatory meetings

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with the SOS Palestine team and the children who participated in the focus group

discussions to select the key issues to present and prepare her presentation.

The two children supported by DCIP and the child supported by SOS Palestine

travelled to Geneva where they met and coordinated prior to their meeting with the

Committee. Following the children’s meeting, they also attended the pre-session.

The three children described both meetings as empowering experiences.

Back home, DCIP and SOS Palestine organised a session with the DCIP protection

units, of which the members of the SOS Palestine children’s council are also part.

The three child representatives reported back to their peers.

During their periodic meetings, the members of the SOS children’s council received

feedback from their representative, who also organised a student gathering in front

of her school in order to advocate for children’s rights.

The children’s meeting and pre-session created a great opportunity for different

groups of children supported by two organisations to engage together in the

Committee’s meetings, to meet with their peers and to learn about the lives and

experiences of other child human rights defenders.

Defence for Children International

Palestine and SOS Children’s Villages Palestine

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CASE STUDY

Participating in the children’s meeting via videoconference,

Somalia, 2019

For the initial review of Somalia, the national coalition led by Save the Children

Somalia collected data through fifty focus group discussions, building on existing

frameworks and launching a broader consultation process with child rights

organisations. 25 children from the following groups were consulted: children

in and out of school, child rights clubs, children from pastoralist communities,

working children, children with disabilities, girls, children from internally displaced

families, orphan children, children in street situations, children from minority

groups, separated children.

5 children (3 girls, 2 boys) were selected by their peers from child rights clubs

and child rights champions to present the children’s findings in the meeting with

the Committee. The 5 child representatives were given trainings on child rights,

communication and confidence building through storytelling.

The original plan was for children to travel to Geneva to have a face-to-face

meeting with the Committee. However, securing the necessary approvals from the

authorities took longer than expected and the passports and visas of the children

and their accompanying adults could not be proceeded on time. The possibility to

participate online through videoconference was therefore a good opportunity for

the children to still engage with the Committee.

In terms of technicalities, finding a space with videoconferencing facilities and a

reliable internet connection was challenging. Save the Children Somalia worked

with partners to find a space with the necessary equipment, but also safe and

comfortable for the children. Children were shown the venue in advance and were

supported by an IT team to interact with the technology. A professional interpreter

was hired to allow children to comfortably communicate in their own language. In

addition to the children’s guardians, child safeguarding focal points ensured that

children were safe throughout the online participation and movement process.

After the meeting, a face-to-face session was organised with the children to debrief

on their participation. The session was also used to answer any questions the

children might had. Back in their clubs, children shared their experience with their

peers.

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This was the first time for the children to engage in such high-level conversations

with the Committee and they really appreciated the chance to share their views and

present their own issues. Children requested to have more similar conversations

with policy makers at national and regional level. Since then, they have had

meetings with senior officials from the government on children’s issues.

Participating in the reporting process has been an empowering experience and

learning opportunity for them.

Save the Children Somalia

The session

A country session is a dialogue between the State party and the Committee. It extends over one

day (two meetings of three hours each) and that of a report under an Optional Protocol extends

over half a day (one three-hour meeting). The governmental delegation is invited to make a

short opening statement, followed by a series of questions posed by Committee members. The

questions and comments of the Committee may be based on information received from civil

society organisations and children.

The session is public and although organisations and children do not have a right to speak,

children should be supported to follow and monitor the State party examination, either in

person or remotely, to obtain a comprehensive picture of the dialogue with the government.

However, children might find it hard to follow an entire session of three hours, or simply get

bored. The accompanying adults should anticipate breaks when the children can discreetly go

out of the meeting room and debrief or undertake other activities.

The session is also webcasted live and archived in English and when available, in another

language relevant to the country, on the UN Web TV: webtv.un.org/meetings-events/.

The session webcast is a very good advocacy tool to monitor the dialogue between the

Committee and the State and make it visible at national level through dissemination and

activities with children.

In order to make observation more meaningful, it is also important to plan for individual or

collective tasks (e.g. note down references to issues addressed in the children’s report, share

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 CHILDREN PRESENTING THEIR VIEWS TO THE COMMITTEE

live comments on social media, select quotes from the government delegates to be used

afterwards in the media or in other follow-up activities, draw in the session using comic strips

or illustrations, etc.).

The Committee does not meet formally with organisations or children during the session.

While in Geneva, it may also be possible to meet with Committee members informally before

and during the session to present additional information, provide updates or suggest possible

questions.

It is also possible to communicate with Child Rights Connect online during the dialogue to send

live comments that Child Rights Connect can try to convey to the Committee’s members on your

behalf. Child Rights Connect follows every session and prepares summaries of the sessions42,

but this does not compare to “being there” and official summary records are often not available

in all languages until months after the discussion.

CASE STUDY

Supporting children to engage in the session through the webcast,

Moldova, 201743

The Child Rights Information Center (CRIC) coordinated with a group of 6

interested children and the NGO Alliance to follow the session of Moldova through

the live webcast on the UN Web TV and to organise related activities. Children’s

expectations and concerns were clarified prior to the event.

On the first day, children opted to follow the session in their own group with an

adult facilitator. On the second day, they followed the session together with civil

society and other stakeholders: 10 NGO representatives, 1 representative of the

Ombudsman Office and 6 journalists took part in this event. Children set the

rules of discussion during the event - for example, they could freely discuss while

watching the session. This was important because they had many questions

including in relation to the context of the topics raised or the laws and policies

discussed. A lot of explanations and additional information were provided by

adults to help children understand the technical language of the session.

Children sent their live comments and questions to the Committee members by

emailing Child Rights Connect staff, who is always present in the session room.

42 The summaries are available as country reports on www.childrightsconnect.org/crc-sessions-and-webcasting/

43 www.childrightsconnect.org/wp-content/uploads/2018/01/CASE-STUDY_Moldova_SessionWebcast_2019.pdf

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CHILDREN PRESENTING THEIR VIEWS TO THE COMMITTEE

Some children were interviewed by journalists, after conducting a risks assessment

and developing mitigation strategies for engaging with the media.

After the session, CRIC supported the children to review the process and to analyse

if/how their recommendations were taken up by the Committee and reflected in the

Concluding Observations. Feedback was shared with the wider national monitoring

group of children during a workshop to raise awareness of the main results of the

session.

The webcast was an opportunity for the children to follow the session while being in

a friendly environment. The lengthy session was made more dynamic and increased

children’s understanding of the whole CRC reporting process. Children reported

being surprised and proud that the Committee took up some of the issues that they

had prioritised and realised that they can influence such high-level discussions

about their rights. In addition, the engagement with the media helped children raise

public awareness about issues, concerns as well as solutions for implementation of

their rights.

Child Rights Information Center

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 CHILDREN SHARING THEIR PERSPECTIVES

FOUNDATIONS

5. Children Sharing Their

Perpectives Through a

Committee Coutnry Visit

For every State party examination, one or two members of the Committee are appointed as

Country Rapporteurs, or three or four members as a Task Force. They will lead the Committee’s

questioning during the pre-session and session. However, as there is no appointed follow-up

Rapporteur or Task Force, any Committee member can be invited for a country visit.

Many organisations decide to invite Committee members to visit their country in order to allow

the Committee to hear directly from children about their lives and get familiar with the national

context. The country visit allows the Committee to meet children in their own environment,

understand the main issues affecting children and can provide more time for children to discuss

their concerns in a child-friendly setting.

A country visit is an extremely useful tool that allows larger numbers of children, and children

from more diverse backgrounds, to actively participate in the CRC reporting process. It is

especially useful where organisations do not have the funding to bring a delegation to Geneva

but wish to enable children to meet directly with Committee members.

Organising a Committee country visit

Country visits are often funded by organisations or UNICEF, as the Committee does not

have any budget for this. Costs usually include flights, domestic travel, accommodation and

possibly, a per diem for the invited Committee member. There are no hard and fast rules for

arranging country visits, but organisations should take the following into consideration:

• Identify the right member to invite, taking into account the regional and thematic expertise.

The language is also a strong criterion to be able to speak directly with the children. You

should also check the date of the mandate of the Committee member44 you wish to invite;

• Allow sufficient time to invite the Committee member (initially through the Secretariat of

the Committee and with support from Child Rights Connect if needed) and plan an effective

visit;

• Factor in time to obtain the appropriate visas required for the Committee member visit if

required;

44 www.ohchr.org/EN/HRBodies/CRC/Pages/Membership.aspx

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CHILDREN SHARING THEIR PERSPECTIVES

• Approach stakeholders such as UNICEF, international NGOs, the children’s Ombudsperson

for assistance with funding and organising the country visit;

• Appoint one person to liaise with the Committee member regarding the visit, particularly if

multiple organisations are involved;

• Involve children in the programme for the Committee visit and empower children to

participate in the planning, implementation and follow-up of the country visit;

• Ask the Committee member whether there is anything in particular he/she would like to see;

• Ensure variation in the programme of activities – examples include parliamentary events,

meetings with children, discussions with NGOs about emerging and existing children’s rights

violations, meeting government officials and visits to particular settings or institutions –

such as children in alternative care, local towns, hospitals, schools and juvenile or detention

centres as well as prisons;

• Consider which parts of the country the Committee will visit – it is unlikely that visits will

extend for longer than two to four days;

• Identify opportunities to use the Committee visit to raise awareness of children’s rights with

children, the State party, the media, the judiciary and the general public.

See Appendix 5 for examples of itineraries for visits by a Committee member. For an example of

an agenda of a high-level meeting between children, NGOs and the UN Rapporteur, please see

Appendix 6.

Strategically planning a country visit

It is important to determine the most appropriate time for a country visit to take place. As an

unwritten rule, the country visit can happen before the pre-session or after the session, but not in

between. This depends on the outcome the children want to influence most. If the children wish

to influence the concluding observations, the country visit should occur before the pre-session,

and meetings should be organised with children and non-governmental representatives only, to

avoid influencing the Committee’s views during the examination. However, if the children want

to predominantly influence the follow-up to and implementation of the recommendations, the

country visit should be scheduled after the country session. Meetings with children, NGOs,

NHRIs, Ombudsperson and government are encouraged to create opportunities for joint follow-

up and ensuring all stakeholders take ownership of the concluding observations.

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 CHILDREN SHARING THEIR PERSPECTIVES

In some country contexts, inviting the Committee can be negatively perceived or even entail

risks such as reprisals. You should assess such risks and consider whether authorities should be

informed or asked for their official consent, so as to secure the legitimacy of the visit and, most

importantly, the safety of children talking to the Committee.

These country visits may also be official and in response to an invitation issued by the State

party.

Organisations and children that have taken part in or supported country visits have told

Child Rights Connect that theses visits had a significant impact not only on the content of

the concluding observations, but also on the levels of awareness of children’s rights among

government officials and children in their country.

CASE STUDY

A follow-up visit, Guatemala, 2018

In 2017, the organisation CODENAJ (Coordinator for the Rights of Children,

Adolescents and Youth) led a child participation process and presented their

first report to the Committee which included the views of 405 children. Two

representatives of CODENAJ participated in the pre-session and attended the

session.

Nine months after the country session, two members of the Committee were invited

to make a 4-day visit to Guatemala, organised together by Red Niña Niño and the

coalition CIPRODENI (Institutional Coordinator for the Promotion of Children’s

Rights).

The main purpose of the follow-up visit was to publicise the Concluding

Observations and to disseminate the 54 recommendations as a guide for both the

Government and the civil society on the actions to implement at national level, in

order to guarantee the fulfilment of the rights of all children. As the visit happened a

few weeks after the Committee held in Geneva its Day of General Discussion (DGD) on

protecting and empowering child human rights defenders, where two adolescents

participated as delegates of CODENAJ, it was also an opportunity to build upon the

unique momentum and mobilisation created by the DGD.

There was a dialogue between the Committee members and active members of

CODENAJ from various regions of the country and from various organisations that

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CHILDREN SHARING THEIR PERSPECTIVES

work with children. 18 children shared the difficulties of being a child in their country

and their different communities. In their own words, they shared the challenges

they face every day and how their rights are vulnerated, such as not being able to

go to school or not having their voices heard in their communities, and that the

State ignores and does not comply with the Committee’s recommendations. The

members of CODENAJ were very happy of their direct exchange with the Committee

members and that they were interested in learning about the context of Guatemalan

childhood. The Committee members acknowledged being impressed by the

experiences shared by the children, particularly when facing challenges such as

marginalisation and violence against children.

The Committee members also held public forums and private meetings with civil

society organisations, UNICEF, representatives of the government (including from

the Public Ministry and the Congress) and local authorities. In addition, a visit was

organised to a centre for women deprived of liberty living with their children.

The country visit allowed the Committee members to experience the reality of

children’s rights in Guatemala and provided a unique opportunity to hear directly

from children their views and experiences within their living environments. On the

last day of the visit, the Committee members took part in a press conference where

they shared their main conclusions and the six urgent issues they had identified for

the government to address.

Red Niña Niño and CIPRODENI

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 CHILD REPORTING OUTCOMES

CHILDREN

AND

SHARING

CONTINUED

THEIREMPOWERMENT

PERSPECTIVES

FOUNDATIONS

6. Child Reporting Outcomes

and Continued Empowerment

Concluding observations

The concluding observations lay out the Committee’s conclusions and recommendations

following a State party examination. They take into account the reports and meetings with the

State, children, NGOs, UN agencies, Ombudspersons and NHRIs. Concluding observations set

out the achievements of the State party in implementing the CRC, the Committee’s concerns

in relation to existing or potential children’s rights violations, and the action the Committee

requires the State party to take to remedy the situation or to further promote and protect

children’s rights. Since 2016, the Committee issues a new type of Concluding Observations

which identifies up to 6 issues that require “urgent measures”. The concluding observations are

sent to the State party by the Secretariat of the Committee and are published on the OHCHR

website45.

Experience shows that many organisations that have supported children to engage in the CRC

reporting process and the children themselves feel that children’s voices and experiences

have been reflected in the Committee’s concluding observations.

It is important that organisations advocate for States to make the concluding observations

available to children in a form and language accessible to them as soon as possible after their

publication. This is often an activity that organisations will take forward. Disseminating the

concluding observations to children is crucial to ensure they are able to fully engage in the entire

reporting process. Children may need support to identify where their input has had a direct or

indirect influence on the recommendations.

Many organisations have supported children to play a lead role in the dissemination of the

concluding observations. Different methods of dissemination can include:

• Creating a children’s version of the concluding observations;

• Translating the concluding observations into national languages, including indigenous or

minority languages;

• Sending the concluding observations to all children that have participated in the reporting

process, and to the organisations and adults that have supported them to do so;

45 https://tbinternet.ohchr.org/_layouts/15/TreatyBodyExternal/SessionsList.aspx?Treaty=CRC

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CHILDREN

REPORTING

SHARING THEIR

OUTCOMES AND

PERSPECTIVES

CONTINUED EMPOWERMENT

• Creating blogs, podcasts, online content and films to tell children about the concluding

observations;

• Organising events to share the concluding observations with children and debate the action

that should be taken. It is often useful to include the State party in this, helping it to fulfil its

obligations to disseminate the concluding observations to children;

• Working with children to decide how to monitor the progress of the State party in

implementing the concluding observations;

• Using the media – and children’s platforms – to raise awareness and debate children’s rights

issues;

• Encouraging member organisations to send out information about the concluding

observations to the children they work with.

CASE STUDY

Producing an outcome report for children on their participation,

Hungary, 2020

In 2018, the ‘How do you see it?’ campaign led by the Hintalovon Child Rights

Foundation supported 5,300 children aged 10 to 17 to engage in an online survey

and focus group discussions, in order to express their views on growing up in

Hungary. The selection of six Child Rights Ambassadors to involve in the campaign

from its planning to its evaluation began in June 2018. The three-round application

process started with the completion of a creative online application, followed

by a personal interview and a three-day day camp which helped the Hintalovon

Foundation as well as the children to understand the project and better outline the

tasks. Applicants’ anonymous feedbacks were considered when deciding about the

composition of the group of Child Rights Ambassadors.

The program was voluntary and every Child Rights Ambassador had the

opportunity to choose a task of his/her own interest. Some of them wrote articles

about why it was important to participate in the reporting process, while others

made videos, memes, posters, and other campaign materials to promote the

questionnaire to collect children’s views or to produce information for children.

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 CHILD REPORTING OUTCOMES

CHILDREN

AND

SHARING

CONTINUED

THEIREMPOWERMENT

PERSPECTIVES

Further to the realisation of the campaign and the submission of the first children’s

report, the Child Rights Ambassadors presented the findings to the Government

Ministry of Human Resources and initiated a discussion about the State report.

Following their meeting, two children were invited to the government’s official

consultation forum, a thematic working group on the rights of the child. The child

representatives also gave media interviews, conference talks and presented their

report to the Committee during the pre-session and children’s meeting.

As it is important for children to receive feedback on the outcome of their

participation in reporting to the Committee, the Hintalovon Foundation produced

a child-friendly publication in Hungarian. The Child Rights Ambassadors were

consulted on the draft. The online document summarises what children’s rights

are, what the children’s consultations and the report revealed, as well as what

the Committee recommended to the government, including in comparison with

the recommendations posed in the children’s report. The dissemination of the

Committee’s recommendations was also supported by quizzes, infographics and

educational materials.

A series of articles on the child participation process and results in CRC reporting and

on relevant children’s rights was launched on a dedicated website for 10-18-year-old.

The development and implementation of the “How do you see it?” campaign were

guided by the Committee’s nine child participation principles. A specific child

safeguarding policy and procedure, a risk analysis and a complaints mechanism

were developed. In addition, continuous support and training on child rights,

media representation, communication, debate, computer skills, team building

and cooperation for the children was ensured by a team of 4 adults. The campaign

enabled children to be listened to and showed them that their voice matters.

Hintalovon Child Rights Foundation

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CHILDREN

REPORTING

SHARING THEIR

OUTCOMES AND

PERSPECTIVES

CONTINUED EMPOWERMENT

Follow-up work and ongoing monitoring

Even if the Committee does not currently have a formal follow-up procedure, the publication

of the concluding observations does not and should not signal the end of the CRC reporting

process for children, as well as for civil society organisations and the State party. Harnessing

children’s enthusiasm for reporting and campaigning on children’s rights – and engaging them

in children’s rights ongoing monitoring – will help to ensure children’s aspirations for and

expectations of the CRC reporting process are met. It will help children to achieve change for

children’s rights and have a real impact on law, policy and practice at national and local levels.

Some other Treaty Bodies do have such a follow-up procedure in place which can inspire all

interested actors to monitor the State’s implementation of the Committee’s recommendations

and contribute to their follow-up with the OHCHR National Mechanisms for Reporting and

Follow-up46.

Beyond CRC reporting and monitoring, it is important to support children to learn about the

broader human rights framework and to identify any other reporting opportunities and entry

points. Children may want to mainstream children’s rights in the UN human rights system

and further implementation at the local or national level, or to strengthen their advocacy on

a particular issue. This could be done by reporting to other human rights Committees47 such

as the Committee on the Rights of Persons with Disabilities, the Committee on the Elimination

of Discrimination Against Women, or others, and to consider other mechanisms, such as the

Universal Periodic Review (UPR). As explained in the

dedicated chapter on Protecting and empowering child

human rights defenders, children may want to take action

to promote and defend the rights of others, so should

receive the global picture of the UN human rights system.

At the regional level, children can also find Regional human TIP: Check our UPR fact

rights mechanisms48 . sheet49 and our child-

friendly UPR guide50 .

46 www.ohchr.org/Documents/Publications/HR_PUB_16_1_NMRF_PracticalGuide.pdf

47 Human Rights Treaty Bodies: www.ohchr.org/EN/HRBodies/Pages/HumanRightsBodies.aspx

48 www.ohchr.org/EN/Countries/NHRI/Pages/Links.aspx

49 www.childrightsconnect.org/wp-content/uploads/2018/01/en_factsheet-4.pdf

50 www.childrightsconnect.org/wp-content/uploads/2020/12/upr-proyecto-final-english.pdf

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CHILDREN

AND

SHARING

CONTINUED

THEIREMPOWERMENT

PERSPECTIVES

The range of work that organisations can engage children in following the publication of the

concluding observations is only limited by creativity (and funding!). The following list is by no

means exhaustive but is intended to provide ideas from which organisations can begin to plan

sustained work to support children’s self advocacy and involvement in human rights monitoring:

• Campaigning on specific children’s rights issues raised by the concluding observations

• Promoting children’s rights through the media

• Raising awareness of children’s rights with government officials, practitioners and other

adults working with children

• Supporting children to share information about children’s rights and human rights

monitoring with their peers, including online

• Planning for the next periodic reporting process based on lessons learned

• Working directly with the State party to address the concluding observations

• Securing parliamentary debates, inquiries and questions

• Holding national events for children to discuss children’s rights issues

• Delivering children’s rights outreach sessions in schools, youth clubs, children in alternative

care and other institutions to raise awareness

• Establishing a group to enable permanent, child-led monitoring of CRC compliance, using

indicators developed by children

• Supporting the use of concluding observations in litigation, including by raising judicial

awareness of the text and status of the concluding observations

• Ensure transfer and sharing of inter-generational experiences and skills – children grow out

of their roles and often lose the opportunity for continuous engagement as young adults

TIP: The follow-up process is key to changing the children’s rights situation

in your country and to continuing to empower children to act as human rights

defenders. It is important to ensure that there are adequate human and financial

resources for follow-up processes, and that they include all interested children.

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CHILDREN SHARING THEIR PERSPECTIVES

Useful documents, websites, and

contacts

Committee on the Rights of the Child

• Website: www.ohchr.org/EN/HRBodies/CRC/Pages/CRCIndex.aspx

• Webpage for children: www.ohchr.org/EN/HRBodies/CRC/Pages/InformationForChildren.

aspx

Child Rights Connect Website

• Our website: www.childrightsconnect.org

• Our website on CRC reporting: crcreporting.childrightsconnect.org

• Our website on OPIC: opic.childrightsconnect.org

Child Rights Connect Publications

• Our Guide for NGOs and NHRIs Reporting to the Committee on the Rights of the Child: www.

childrightsconnect.org/wp-content/uploads/2015/07/EN_GuidetoCRCReportingCycle_

ChildRightsConnect_2014.pdf

• Our guide for children My Pocket Guide to CRC Reporting: https://www.childrightsconnect.org/

wp-content/uploads/2018/01/en_guidetocrcreportingcycle_childrightsconnect_2014.

pdf

• The child-friendly Convention on the Rights of the Child by UNICEF and Child Rights Connect:

https://weshare.unicef.org/CS.aspx?VP3=SearchResult&STID=2AMZIFJJXAUY and its Guide

for Adapting the Child-Friendly Example of the Convention on the Rights of the Child with

and for Children in your Context, Queens University Belfast Centre for Children’s Rights:

www.childrightsconnect.org/wp-content/uploads/2019/08/cf_crc_translation_guide_final.

pdf

• Our Implementation Guide on The Rights of Child Human Rights Defenders: www.

childrightsconnect.org/wp-content/uploads/2020/12/final-implementation-guide-the-

rights-of-child-human-rights-defenders-forweb.pdf

• All our publications for children: www.childrightsconnect.org/publications-for-children/

• Find all our resources and publications: www.childrightsconnect.org/publications

For any questions, contact Child Rights Connect at crcreporting@childrightsconnect.org or

call 0041 22 552 41 30.

55 / TOGETHER WITH CHILDREN, FOR CHILDREN

 FOUNDATIONS

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FOUNDATIONS

Appendices

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 CHILDREN SHARING THEIR PERSPECTIVES

APPENDICES

Appendix 1

Example of ethical considerations

Hintalovon Foundation, Hungary,

“How do you see it?” campaign, 2019

Principle How do we ensure it?

• Creation of information materials which take into account the

characteristics of the target groups, e.g. age.

• Introducing the process, purpose, and significance of the report and

the rights of the participants.

• Presentation of the ways and circumstances of participation,

definition of responsibilities.

• Providing extensive access, online campaign for the circulation of

Transparency knowledge.

• Creating a separate campaign page, democratizing campaign

materials.

• Specific addressing and information for groups dealing with children.

• Voluntary agreement with children supported by an organization

with parental consent.

• Outlining guidelines for supporting adults.

• Professional guidance for supporting adults.

• Participation and the way it is done is based on the free decision of

the child.

• Provide adequate amount of child-friendly information and time to

decide whether to participate in the questionnaire or the campaign.

Voluntary • Questionnaire completion can be interrupted and there are no

mandatory questions.

• The participation of children joining the campaign may be

suspended and their activities are voluntary.

• Professional guidance for supporting adults.

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CHILDREN

APPENDICES

SHARING THEIR PERSPECTIVES

Principle How do we ensure it?

• Children’s opinion are fully accepted at every stage of their participation

and of the reporting.

• A special report on the experiences of children is being prepared for the

Commission.

• The campaign encourages and supports children’s own initiatives.

Respectful • The materials for children and the tone of the questionnaire are

acceptable, respectful, encouraging.

• In cooperation with children, the atmosphere is acceptable, democratic.

• The campaign respects the special needs of children.

• Professional guidance for supporting adults.

• The role of children in the campaign is based on their abilities, experiences

and knowledge.

• The questions fit into the experiences of the children, the topics are trying

Relevant to cover the whole spectrum of their daily lives.

• The report is not self-serving, materials prepared during the campaign and

the report support the enforcement of children’s rights and the work of

students, adults and professional organizations.

• Providing adequate amount of time for the children to express their

opinions and participate in the campaign.

• The campaign is available on interfaces that are comfortable and

accessible to children.

• Communicating in an understandable but not infantile way to get the

attention of the children.

• The language, length, and form of the information material is child-

Child-friendly friendly.

• The report that is being prepared is comprehensible, relevant and useful

for children.

• The physical environment is child-friendly.

• Support materials facilitating child participation and campaign materials

can be freely used.

• Professional guidance for supporting adults.

• The questionnaire was developed in collaboration with the children.

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 CHILDREN SHARING THEIR PERSPECTIVES

APPENDICES

Principle How do we ensure it?

• Participation in the campaign is open to any child or group of children.

• Full democratization of campaign materials is guaranteed.

• Special measures to involve marginalized children (parallel methodologies,

targeted inquiries).

• Targeted involvement and support of adults (parents, professional

organizations, institutions) in the case of children who are more difficult to

reach because of their age and background.

Inclusive • Elaborate specific aspects of the campaign and report representation

together with the children.

• Efforts to reach children directly.

• Lack of prejudice when considering the views of children.

• Based on professional cooperation and involving organizations from the

beginning.

• Wide range of activities to encourage collaborations.

• Professional guidance for supporting adults.

• Supporting the participation of children with child-friendly and targeted

materials.

• Providing adequate time and space for the personal preparation of

children in the campaign.

• Strengthening children’s skills.

Supported by

trainings • Supporting adult helpers with support materials and regular information.

• Supporting relevant organizations, providing regular meetings. Providing

support to affiliated organizations to develop child participation policies.

• Professional guidance for supporting adults.

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APPENDICES

CHILDREN SHARING THEIR PERSPECTIVES

Principle How do we ensure it?

• Providing children and adults with information on child participation

policies.

• Building a complaint mechanism.

• Preliminary risk analysis taking into account the characteristics of the

socio-political environment.

• Including children’s experiences into a separate report from NGOs.

Safe and • Voluntary agreement with children supported by an organization with

sensitive to parental consent.

risk • Participation in the survey is anonymous, respondents cannot be traced

back based on their opinion.

• Focus group discussions are conducted by trained professionals from the

professional organizations involved in the campaign.

• Focus group professionals have a duty of confidentiality; no one can

identify the focus group’s experience based on their opinion.

• Professional guidance for supporting adults.

• Regular meetings and communication with the professional organizations

involved in the campaign.

• Regular monitoring and evaluation of results and with children.

• Professional foundation, making background description accessible.

• Make the report based on the survey available to everyone.

Accountable • Continuous communication on campaign materials and achievements on

the official site of the campaign.

• Encourage feedback from children, adult helpers, and affiliated

organizations.

• Informing children about the results of the opinion poll, the Geneva hearing

and the outcome of the reporting.

• Supporting children in the follow-up procedure of the Final Comments.

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APPENDICES

Appendix 2

Example of children’s rights survey: Online questionnaire

Hintalovon Foundation, Hungary,

“How do you see it?” campaign, 2019

Hello! The United Nations’ aim is to get to know the experiences and opinions

of children regarding education, schools and local, domestic and online

issues. By filling in this survey you contribute to stakeholders paying close

attention to matters important to children.

1. I fill in the survey

2. The surveys are collected.

3. The results are delivered to the UN.

4. The UN asks Hungary.

5. They propose recommendations for improvement.

While completing the survey, it is important to acknowledge:

• The survey takes about 10-15 minutes

• You are completely anonymous. We have no chance of finding out who you

are or trace your answers back to you.

• There are no right or wrong answers! The important thing is that you give

your opinion.

• You can skip any question you would rather not answer.

For safety reasons please declare: (tick the box)

o I understand the aim of the survey.

o I consent to my answer being gathered together with others’ in a public

report and delivered to the UN.

o I have read the privacy policy.

Thanks!

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How old are you?

o 9 years old or younger

o 10-14 years old

o 15-17 years old

o 18 years old or older

School and safety

What do you think about your school? (Choose a maximum of 4!)

o I learn a lot of useful things

o In my school it is always fun to learn

o I like the teachers and they respect me

o It’s a happy place, where I can have fun and make friends

o Much from what I learn is useless

o Learning things is often exhausting and a gloomy journey

o I feel teachers don’t respect me

o There is a lot of bullying. Some children are left out.

o I don’t go to school.

How safe do you feel?

Not at all Not too safe I feel more safe Completely safe

At home

At school

In your city or town

On the Internet

My school has: (Check all of the ones you know are there!)

o check-in gate

o security camera

o security guard

o school police officer

o crime prevention advisor

o child protection representative

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APPENDICES

o school psychologist

o special education teacher

o school doctor

o school nurse

o student union

o other support personnel or organisation

o I don’t go to school.

What do you think would make your school safer?

(Choose a maximum of 3!)

o More and better security, such as cameras at the school gate

o More adult professionals I can turn to with my problems

o Making sure no one is treated badly because of being different

o Making sure no one can use or buy drugs or alcohol in or around the school

o Stop bullying

o More effective student union

o Better school building and grounds

o My school is already a safe place

o I don’t know

One of your classmates is often bullied. Somebody picks on him or her

during a break and their argument turns into a fight when the teacher

steps in. If something like this happens what are the usual consequences?

(Choose a maximum of 3!)

o They try to solve the problem together

o The parents are informed or disciplinary action is taken

o The teachers make him or her write a test, give a bad mark or change the

study material

o Something is taken away from them or they are excluded from something

(e.g. they cannot go on the school trip)

o They get scolded

o They get punished physically (they receive corporal punishment)

o The teachers don’t care much about it

o I don’t know

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What happens if you break the rules of the school? Write an example of

what would happen at your school:

Information

Do you talk about the following things with adults in your family?

(Check all of the ones you talk about!)

o What to do if someone bullies or hurts you

o Online safety

o Sex and sexual education

o Drugs, alcohol

o Your rights

o Your obligations

o We don’t talk about these.

Do you talk about the following things with adults in your school?

(Check all of the ones you talk about!)

o What to do if someone bullies or hurts you

o Online safety

o Sex and sexual education

o Drugs, alcohol

o Your rights

o Your obligations

o We don’t talk about these.

Do you feel adults listen to you and your opinion when making decisions?

Always Most often Sometimes Never

In my family

In my school

In my city/town

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Is it important for you to be up-to-date on the latest news and information?

o Yes, I always keep up with the news, I am up-to-date

o Yes, but there are a lot of things I don’t understand

o Yes, but I’m not completely sure where to search for information

o No, because when I tried to search for information I didn’t understand much

of it

o No, I don’t really care

In recent years, lots of students stood up for education reform online or by

participating in protests. What is your opinion about this? What good or

bad experiences do you have about expressing your opinion?

Free time

Do you do activities like sports, music or theatre outside school hours/in

your free time?

o Yes

o No, it is too expensive

o No, I don’t have time for it

o No, because there’s nothing around where I live

o No, because there’s everything in my school

o No, I don’t really care.

o No, because of other reasons.

Family

How much time do you spend with your family?

o I am content with the time I spend with family.

o I would like to spend more time with my family, but I can’t because they

work too much

o I would like to spend more time with my family, but I can’t because we no

longer live together

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o I spend too much time with my family. I would like to spend more time

doing other things.

o None of the above.

You are late from home. What happens? (Choose a maximum of 3!)

o I get scolded, but I know that if I admit it, I can make it right.

o I get shouted at, humiliated or they don’t even talk to me.

o They take something away from me (e.g. I can’t play on the computer or

get grounded)

o I get smacked or hit.

o They don’t make a scene, they understand it happens sometimes.

o They don’t care if I’m back in time or not.

o We don’t discuss at what time I should be home

Health

What are your experiences from your last visit to the doctor? (For example,

think about your last visit to the general practitioner, school dentist,

nurse, gynaecology or emergency department)

o I received proper treatment

o I wasn’t satisfied with the treatment

o There was no treatment available.

Have you ever sought help for personal, mental problems or questions

regarding drugs, alcohol or addiction?

o Yes, and I received proper treatment

o Yes, but I wasn’t satisfied with the treatment

o No, I’m not affected.

o No, I was ashamed.

o No, I knew what to do.

o No, there was no treatment or help available.

Do you have a specific good or bad experience from a visit to the doctor’s?

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Opportunities

Tick in the box if your class has:

o a disabled kid

o a gypsy/ Roma kid

o a kid from a different country

o a Hungarian kid from a different country

o a refugee kid

Have you ever felt that someone doesn’t accept you or treat you unfairly

because of a specific quality you have? (Check all the appropriate ones)

o Your family

o Your teachers

o Other kids

o Outside of school (e.g. in the shop, at the doctor’s etc.)

o I have never felt like that

Do you feel you have to work harder than other kids to achieve your dreams?

o Yes

o No

What would help you to have the same chances? (Choose a maximum of 2!)

o If I had a more accepting environment

o If I had someone who paid more attention to me

o If my family had better opportunities

o If I had easier access to services

o I would need something else

In recent years, refugees have been a hot topic. What do you think about

them?

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Future

What is your biggest concern or fear regarding your future?

(Choose a maximum of 3!)

o Climate change

o That I won’t find a job

o That I won’t have a house

o That a lot of foreign people will move into the country I live in

o That too many of my friends and relatives will move abroad

o That there will be too much violence where I live

o War or a terrorist attack

o That my family won’t be around to help me

o That there will be too many people consuming drugs/alcohol in my

environment

o I don’t worry about my future

How could Hungary help you to improve your life and future opportunities?

o By taking steps towards the preservation of peace

o The introduction of environmental measures

o Good quality education and job opportunities

o Further state, municipal and social aid and support.

o By providing further opportunities for children and young adults to influence

decisions about the future of the country.

o If everyone was treated equally.

Other Experiences

Has anything else come to your mind? You can tell us here!

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APPENDICES

Who am I?

Boy or girl?

o boy

o girl

o if none of the above apply to you or you use a different word, please write

the word you use to describe your sex:

Where do you live?

o Capital

o Regional capital city

o City

o Town

Which region do you live in? (choose from the list) ...

What kind of school do you go to?

o primary school

o apprentice training school

o vocational school

o secondary grammar school

o I don’t go to school

Which applies to you? If multiple ones are applicable, please check all

of them! (Don’t forget: your answers are anonymous, you cannot be

identified, but if you wish you may skip any question.)

o I am a private student

o I live with foster parents

o I live in a children’s home

o I am raised by a family member other than my parents.

o I have been adopted

o I have a disability

o I am an LMBTQI

o I am an ethnicity. (e.g. gypsy, German, Romanian, Slovakian, Slovenian etc.)

o I am a dual citizen

o I came as a refugee

o None of these are applicable to me

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Appendix 3

Template risk assessment – children’s rights research project

This template is an example of a risk assessment taken forward for CRC reporting and will need

to be adapted and added to in order to reflect the particular situation and needs of children

involved in the research and the different methodologies and approaches used.

The Child Rights Connect’s Child Safeguarding Policy and Procedure also includes a draft risk

assessment framework: https://www.childrightsconnect.org/policies/

Risk Action Taken to Minimise Risk Action Taken if Risk Occurs

Children do not feel On arrival, staff will familiarise all Staff always on hand to deal with

safe at the venue children with the venue, point out any concerns. Child participants

key areas and let them know who approaching staff with anxieties

else is using the venue. should be taken aside, and the

problems discussed and resolved.

Child researchers Briefing papers will be sent to If, after discussion, a child

arrive unprepared child researchers and they will be researcher does not feel confident

invited to discuss any questions or about explaining the research

concerns with support staff prior brief to participants, the supporter

to the interview. Researchers have worker will introduce the research

received training and are aware of and support the child researcher to

their role and the materials that ask questions during the interview,

will be used in the research with encouraging them to take the lead

participants. A support worker will wherever possible.

meet researchers prior to every

interview to run a short briefing

and ensure they are confident in

explaining the research and leading

the discussion. The support worker

will also be present during the

interview to support the researcher.

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Risk Action Taken to Minimise Risk Action Taken if Risk Occurs

An interviewee turns Consent forms will be sent prior to Verbal consent will be requested

up to the interview the research taking place. from participants prior to the

without a signed interview and they will be

consent form reminded that they can leave at

any point, and are not required

to answer questions they feel

uncomfortable with. The use of

pseudonyms will be explained.

Child participants are Clear information and consent Child participants will be

not clear about the forms are sent to children prior to encouraged to ask questions at

purpose or aims of their participation. The researcher any point; the aims of the research

the research will introduce the research at will be reiterated as necessary.

the start of the interview, clearly They will be reminded that their

explaining the aims and what will views will be anonymous, and that

happen with the research. their participation is voluntary

– they do not have to answer

any questions they do not feel

comfortable with, and may stop

the interview at any time.

Children become A copy of the interview questions If a child becomes distressed

distressed at will be sent to the organiser prior they shall be given the option of

questions asked or to the interview. The researcher leaving the room and an adult

answered during the will contact the host organisation should accompany the child.

interview in advance to ask if any issues have Issues should be followed up in

arisen that the researchers need to accordance with the organisation’s

be aware of. child protection policy.

Participants will be reminded they If a child researcher becomes

can leave the room at any point distressed during the interview,

during the discussion and that the above will apply. An additional

they do not have to answer any child researcher will be on hand

questions they do not want to. to continue the interview if

Researchers will be briefed about appropriate.

the sensitivity of the interview

and asked to be supportive of any

answers given by participants.

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APPENDICES

SHARING THEIR PERSPECTIVES

Risk Action Taken to Minimise Risk Action Taken if Risk Occurs

Information is The researchers are aware Should a disclosure be made in a

disclosed during of techniques to discourage focus group, the researcher should

an interview which children from disclosing personal sensitively halt the discussion

raises serious child information, and have been briefed of that particular issue and, if

protection issues on procedures to follow in the necessary, remove the child from

event of a disclosure. It has been the session (accompanied by

made clear to researchers and an appropriate staff member).

participants that the intention of Disclosures should subsequently

the research is not to encourage be dealt with

such disclosures. in line with the organisation’s child

Appropriate adults to support protection policy, and respect the

children will be available as child’s confidentiality.

required. The organisation’s child

protection policy will govern how

issues that have been disclosed are

dealt with and followed up.

Children allege that All staff have appropriate child If an allegation is made during an

they have been protection checks and will work in interview, the on-call manager

abused or mistreated line with the organisation’s child should be contacted immediately.

during the meeting protection policy. The adult concerned should have

no further contact with the child

concerned.

The procedures in the

organisation’s child protection

policy should be followed,

keeping the child informed at

each stage and respecting their

confidentiality.

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Appendix 4

Programme from a weekend residential to prepare the children’s

delegation to the Committee on the Rights of the Child

Children’s Rights Alliance for England

Delegation residential programme

SATURDAY

13.00 Lunch

13.45 Welcome, ground rules and games

14.00 The role of the delegation, and aims and expectations

14.45 Children’s human rights and the CRC

15.30 Break

15.45 The CRC reporting process

16.15 Progress on the Get ready project and achievements so far

16.30 The children’s rights investigation – understanding the methods

and being able to explain them to others

16.45 Break

17.00 Preparing for going to Geneva part 1: Key research findings

18.40 Roles on delegation

19.00 Dinner

SUNDAY

09.00 Games

09.30 Recap of Saturday – any questions?

09.45 What happened in 2002 (the last UK examination)

10.45 Going to Geneva – what to expect?

11.30 Preparing for going to Geneva part 2: Role plays and answering

questions

13.00 Lunch

13.45 Preparing for going to Geneva part 3: Media training

15.00 Roles on the delegation

15.30 Next steps – rapporteur visit and the government examination

15.45 Things to do before June 2008

16.00 Finish

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Appendix 5

Example itineraries for a visit by the rapporteur from the

Committee on the Rights of the Child

1. Visit of the Committee on the Rights of the Child to Guatemala

Agenda

12 to 16 November 2018

Sunday 11 November

Arrival in Guatemala City, transfer to the Hotel

Coordination diner, CIPRODENI – Red Niña Niño

Monday 12 November

8:30 to 12:30 - Hotel Hilton Garden

Red Niña Niño Assembly

Presentation Analysis of the situation of children in Guatemala

Follow-up mechanisms to the Concluding Observations and Recommendations of the

Committee on the Rights of the Child to the State of Guatemala

Participation: Open to CSOs, Red Niña Niño, CIPRODENI and guests

12:30 to 14:30 - Hotel Hilton Garden

Forum: Association La Alianza

Participation: Guests

14:30 to 17:00- Hotel Hilton Garden

United Nations system

Follow-up of the United Nations System to the Concluding Observations and

Recommendations of the CRC Committee to Guatemala.

UNICEF Resident Representative

Participation: Representatives of United Nations Agencies in Guatemala

17:00 to 19:30 - Hotel Hilton Garden

Public Forum: Compensation and Worthy Reparation. IEPADES - UNICEF

Participation: General public

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Tuesday 13 November

7:00 to 8:30 - Hotel Hilton Garden

Breakfast

• Mr. Jordán Rodas Andrade, Human Rights Ombudsperson

• Ms. Claudia Masselli, Human Rights Deputy Ombudsperson

• Mr. Oscar Rodríguez, Child Rights Defender

Participation: Authorities of the Institution of the Human Rights Ombudsperson

8:30 to 12:00 - Hotel Hilton Garden

Meeting with Government Representatives of Guatemala

Follow-up to the State commitments before the CRC Concluding Observations and

Recommendations

Participation: Representatives of the invited Public Institutions

12:30 to 14:30

Meeting with the Prosecutor against feminicide

UNICEF - IEPADES

Participation: Private meeting

14:30 to 17:00 - Hotel Hilton Garden

Thematic Bilateral Dialogues

Participation: Representatives of the State’s Ministries and Secretaries

Wednesday 14 November

7:00 to 8:30 - Hotel Hilton Garden

Breakfast

Commission for Minors and the Family, Congress of the Republic

• Mr. Walter Félix, President

• Ms. Sandra Morán, Deputy

• Mr. Eduardo de Matta

• Ms. Beatriz Estrada, Advisor

Participation: Child and Family Commission

8:30 to 12:30 - PRODESSA

Working meeting

Children representatives of the Coordinadora de Niñez, Adolescencia y Juventud –

CODENAJ

Participation: Children representatives of CODENAJ, ODISOJ, Levantemos Guatemala,

Kamalb´e e IEPADES.

12:30 to 15:00 - Hotel Hilton Garden

Seminar: Children’s rights with family members deprived of liberty

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CHILDREN SHARING THEIR PERSPECTIVES

Association Colectivo Artesanas

Participation: Guests

15:00

Departure to the city of Quetzaltenango

Thursday 15 November

7:00 to 8:30 - Pensión Bonifaz, Quetzaltenango

Press conference

Participation: Media Representatives

8:30 to 12:30 - Pensión Bonifaz, Quetzaltenango

Centro Ecuménico de Integración Pastoral – CEIPA

Working meeting

Local authorities, child representatives from civil society organisations

Participation: Guests

12:30 to 13:30

Visit to the Center of Women deprived of Liberty, Quetzaltenango

Asociation Colectivo Artesanas

Participation: Guests

14:30

Departure to Guatemala City

Friday 16 November

7:00 to 8:30 - Hotel Hilton Garden

Meeting: Follow-up mechanisms

Participation: Follow-up Commission Red Niña Niño, CIPRODENI, UNICEF, IEPADES

9:00 to 11:00 - Hotel Panamerican

Press conference

• Preliminary conclusions of the non-official visit of the Committee

• Public presentation of the CRC Concluding Observations and Recommendations to

the State of Guatemala

Participation: Media, Red Niña Niño, CIPRODENI

12:00 to 12:30 - Plaza Mayor de la Constitución

Homage to the memory of the adolescents who died in Hogar Virgen de la Asunción.

Laying of wreaths of flowers, altar.

Participation: Media, Red Niña Niño, CIPRODENI

Saturday 17 November

End of the non-official visit of the Committee

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APPENDICES

2. Programme for Country Rapporteur visit to Scotland, 2 and 3

September 2015 (after the session)

Read the report of the visit: www.cypcs.org.uk/ufiles/UN-Taskforce-Visit-report.pdf

Visit by Ms. Amal Aldoseri,

Vice Chairperson for the UN Committee on the Rights of

the Child, to Scotland

Agenda

Wednesday 2 September

07:00 – Collection from the Edinburgh Airport by Jaime Dunlop and Gareth Brown

07:30 – Arrival at the hotel and free time

11:00 – Brunch and welcome at the Scottish Youth Parliament Offices

11:30 – Leave to travel to Falkland

12:30 – Visit with the Children’s Parliament

13:30 – Leave to travel to Cowdenbeath

14:00 – Visit with Gingerbread

14:50 – Leave to travel to Methil

15:30 – Visit with Kirkland High School and Community College

16:30 – Leave to travel to Kirkcaldy

17:00 – Visit with Hub 8

18:00 – Return to Edinburgh

19:00 – Free time

20:00 – Dinner with Members of the Scottish Youth Parliament (TBC)

Thursday 3 September

09:00 – Meet at the Scottish Youth Parliament Offices for Tea and Coffee

09:30 – GLOW meet session with school pupils at the SYP Offices

10:10 – Walk to Scottish Storytelling Centre for Welcome Event

10:30 – Welcome event at Scottish Storytelling Centre (See below)

11:40 – Travel to Waverley Train Station

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CHILDREN SHARING THEIR PERSPECTIVES

12:00 – Travel to Glasgow

13:15 – Glasgow City Mission

14:15 – Travel to Child Clan Law and Who Cares Scotland? Offices

14:30 – Visit with clan childlaw

15:00 – Visit with Who Cares Scotland?

15:30 – Travel to discussion group on the criminal justice system

16:00 – Discussion with young people facilitated by the Centre for Youth and Criminal

Justice

17:00 – Travel to visit with roshni

17:30 – Visit with roshni

18:30 – Travel to Glasgow Airport

20:35 – Leave Scotland

Welcome Event Agenda

Scottish Storytelling Centre, Edinburgh 10:00-11:30am

Thursday 3 September 2015

10:00-10:30 – Tea and coffee

10:30-10:35 – Welcome from Jordan Linden MSYP – Chair of SYP

10:35-10:40 – Ms. Amal Aldoseri – Vice-Chairperson of the UN Committee on the

Rights of the Child

10:40-10:50 – Welcome from Aileen Campbell MSP – Minister for Children and Young

People

10:50-11:00 – Presentation by Article 12

11:00-11:10– Presentation by SCCYP, Together and SHRC

11:10-11:15– Concluding remarks – Liam McArthur MSP

11:15– Close from Jordan Linden MSYP

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APPENDICES

Appendix 6

Agenda for a high-level meeting between children, NGOs and the

Country Rapporteur

Children’s Rights Alliance

for England

UK Committee on the Rights of the Child

UK examination, 2008

Country Rapporteur visit to England

Breakfast meeting with Professor Lucy Smith

Sunday 7 September 2008, 9–12.30 pm

The Library, The Chesterfield Mayfair Hotel, 35 Charles Street, Mayfair, London,

W1J 5EB

In attendance: senior representatives from 11 MILLION (office of Children’s

Commissioner for England), Equality and Human Rights Commission, The

Children’s Society, CRAE Secretariat, NSPCC, Save the Children UK and UK

National Committee for UNICEF

8.45 am Arrival, coffee and pastries

9.00 am Welcome and purpose of event

Short presentations and discussions

• Children’s position in society

Abdul Munie, Get ready for Geneva Lauren Harrison, Get ready for

Geneva

• Juvenile justice

Chris Callender, Assistant Director (Legal), Howard League for

Penal Reform

Tim Bateman, Senior Policy Development Officer, Nacro

• Asylum and Immigration

Nadine Finch, Barrister, Garden Court Chambers

Lisa Nandy, Chair of Refugee Children’s Consortium

10.30 am Refreshments

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CHILDREN SHARING THEIR PERSPECTIVES

10.40 am Short presentations and discussions

• Children’s access to justice

Fiona Burrough, in-house Counsel and Policy Co-ordinator, Just

for Kids Law

James Kenrick, Advice Services Development Manager, Youth

Access

• Children’s right to privacy

Terri Dowty, Director of Action on Rights for Children

Dr Eileen Munro, Reader in Social Policy, London School of

Economics

• Child poverty and inequality

Paul Dornan, Head of Policy and Research, Child Poverty Action

Group

Jason Strelitz, Child Poverty Adviser, Save the Children UK

12.10 pm General discussion

12.30 pm END

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APPENDICES

A GUIDE FOR CIVIL SOCIETY ORGANISATIONS EMPOWERING CHILDREN IN CRC REPORTING / 82

 Child Rights Connect

1, rue de Varembé

1202 Geneva

Switzerland

Tel: +41 22 552 41 30

Fax: +41 22 552 41 39

secretariat@childrightsconnect.org

www.childrightsconnect.org

來源 PDF: 34_20230325141713_3839902.pdf

為兒童—與兒童並肩

齊行

兒童權利公約執行情形報告指南

 兒童權利公約之非政府組織小組

為兒童 —與兒

童並肩齊行

兒童權利公約執行情形報告指南

為兒童—與兒童並肩齊行：兒童權利公約執行情形報告指南

與我們聯繫取得指南與其他資料：

兒童權利公約之非政府組織小組

地 址 ： 1, rue de Varembé

1202 Geneva

Switzerland

電話： +41 22 740 47 30

傳真： +41 22 740 46 83

電子信箱：

secretariat@childrightsnet.org

網 站 ： www.childrightsnet.org

作者：Sam Dimmock (英國兒童權利聯盟, CRAE)

督導： Lisa Myers (兒童權利公約之非政府組織小組)

編輯： Lisa Myers and Séverine

Jacomy-Vité

文本設計： minimum graphics

封面插圖： Adrienne Barman

本指南須與下列文件一併閱讀使用：

兒童權利公約報告指引(My Pocket Guide to CRC Reporting)

，以孩童及青少年為對象，針對該國在兒童權利執行情形欲向聯合國

委員會提供報告者，可依此指導手冊執行。2011年，兒童權利公約之

非政府組織。

© 2011年，兒童權利公約之非政府組織

版權所有，複製或引用文章內容須註明來源出處，如需印刷或翻譯，請與（下稱本組織）聯絡。

兒童權利公約之非政府組織

本組織由七十七個非政府組織組成，成員包含國內及國際組織，旨在依聯合國頒布之兒童權利

公約（CRC）規定實踐及保護兒童權利 ）。組織成員透過秘書處達成兒童權利公約之推動、實

踐及監督作業。 自1983年成立之時，本組織便成立一工作平台，非政府組織行動可於此進行協

調，並在國際間發展兒童權利，更透過各國及國際之非政府組織推動兒童權利公約之實踐。 非

政府組織將優先推動下列項目：

1. 協助組織成員與其他相關單位之間合作撰寫兒童權利公約報告及執行兒童權利。

2. 聯合國其他人權機制與程序相關作業上，強調兒童相等權利。

3. 各國透過有效建言、委員會出力、國際相關人權實施機制來促進兒童權利之實踐。

4. 透過組織成員與夥伴間之協調以追求、支援兒童權利在國際上發聲之優先權。

目錄

聲明 v

前言 vii

簡介 1

1. 立基 2

主要原則 2

兒童權利公約報告程序 2

兒童實際參與之困難性 4

2. 準備程序 6

透過活動安排兒童參與報告製作 6

建立夥伴關係 8

協助兒童個體發展 9

協助蒐集資料 10

3. 兒童報告提交 12

兒童報告 12

實際作業遇到之相關問題 14

4. 以兒童角度向委員會報告 15

兒童代表團 15

兒童代表團參訪之安全流程 17

簡報 19

座談會前之工作團 19

兒童會見 20

座談會 21

5. 訪問員分享兒童觀點 23

召集訪問員 23

訪問團參訪規劃 25

6. 兒童報告結果 26

參訪心得 26

後續進展及監督 27

結論 29

iii

相關資料 30

iii

 附錄 31

附錄1 研究規範聲明範例 33

附錄2 兒童權利調查範例 36

附錄3 風險評估表— 兒童權利研究計畫 41

附錄4 兒童權利報告撰寫，寫給兒童的撰寫技巧 43

附錄5 英國兒童權利組織（CRAE）針對兒童代表團安排週末指導課 44

附錄6 兒童權利委員會訪問員參訪行程範例 45

附錄7 兒童、非政府組織及國家訪問員之高層會面行程 47

iv TOGETHER WITH CHILDREN – FOR CHILDREN

 聲明

本文件之起草、兒童資料指導包括兒童參訪、報告撰寫等，皆由諮詢小組

提供經驗指導。每位諮詢小組成員皆有與委員會會談之經歷、並參與研究

兒童報告資料收集撰寫等歷練。成員來自孟加拉、香港、肯亞、秘魯、摩

爾多瓦及英國威爾斯地區，人員包含成年及兒童。為使問卷能掌握兒童在

各個方面參與的情形、及非政府組織的支援情形，小組建議可以準備問卷

調查。其他如兒童與非政府組織行動指引、委員會成員相關資訊等，皆能

與諮詢小組討論。工作地點以倫敦及日內瓦為主。

諮詢小組除作者（Sam Dimmock）及企劃管理者（Lisa Myers），其

他成員如下：

未成年成員代表：CheneyCheng (Kids’ Dream – 香港), DanielaGancear

（兒童權利資訊中心—摩爾多瓦）Laila Garcia (MNNATSOP– 秘魯), Orlando

Marcelo (MNNATSOP – 秘魯),Roseline Olang (肯亞兒童進步聯盟—肯亞）

RakibulHassan Raku ( 兒 童 聯 隊 – 孟 加 拉 ) and BenSawyer (Funky

Dragon – 威爾斯)。

非政府組織代表：Darren Bird (FunkyDragon), Shamsul Alam Bokul

and MahmudurRahman ( 瑞 典 丹 麥 駐 孟 加 拉 兒 童 救 援 組 , Enrique

Jaramillo Garcia(MNNATSOP), Cezar Gavriiluc (兒童權利資訊中心）,

Jane Mbugua (肯亞兒童進步聯盟—肯亞）， Angels Simonand Gina

Solari (瑞典丹麥駐中南美洲兒童救援組）and BillyWong (香港兒童權利委

員會）。

感謝參與本企劃所有工作人員的指導，委員會針對兒童權利的相關回覆、委

員會秘書處、國際培幼會、聯合國兒童基金會的工作夥伴。

本組織感謝下列單位提供本指南出版所需之經費：

非政府組織之兒童權利公約報告指南 v

 前言

兒童權利公約執行情形報告指南 vii

 Ms. Yanghee Lee

兒童權利公約內容強調報告撰寫過程中，兒童參與的重要性，其作法可參

考指導文件所提供之數個範例，瞭解如何讓孩童全程參與報告製作。

為監督人權執行，公約規定須定期報告執行進度，報告內容則以該國取得

之相關執行資訊為主。公約第45條明訂"委員會可向專業單位、聯合國兒

童基金會等機構研討公約執行情況"。委員會根據此條規定向兒童相關組

織尋求公約執行情況之專業意見及建議。委員會亦鼓勵聯合國兒童基金會

及其他非政府組織協助兒童相關團體參與報告製作、監督、並針對上述公

約執行建議提供意見、以及積極參與後續進展。

對於頒布總結第12條（2009）「兒童發言權」後，便能在短時間內發佈此指

引手冊，委員會十分感謝眾人努力。總結解說兒童權利公約之第12條文，即

為公約四大原則之一，此解釋亦適用於其他權利之實踐。為解釋此兒童權利

，總結報告透過各種角度提供締約國許多實用指引，並敦促締約國立法強化

執行第12條文。總結內文中也鼓勵政府向兒童諮詢，創造參與價值。委員會

更對聯合國兒童基金會及非政府組織為促進兒童發言權所做的努力表示肯定

，並期許未來能從地方上、社區、全國及國際間進一步促進兒童相關權利，

從而互相交流經驗。

本手冊將針對兒童如何參與非政府組織準備報告的部分，提供相關指引。根據總

結內文："報告形式不拘泥於文字，委員會亦接受締約國兒童權利監督過程中，

兒童團體所提供之口語資訊。委員會也鼓勵締約國及非政府組織協助兒童向委員

會發聲。"委員會強調，報告中，與締約國之對話為一組成要素，而為分析及交

換資訊、追蹤報告後續之作業而成立之國家公民社會聯盟才是最重要的目的。兒

童的聲音及觀點是主要實踐兒童權利能進步與成功的關鍵，非政府組織可利用此

手冊協助兒童參與報告的各個階段，讓兒童完全瞭解並能監督整個權利的實踐過

程。

Ms. Yanghee Lee

聯合國兒童權利委員會主席

viii TOGETHER WITH CHILDREN – FOR CHILDREN

 簡介

近年來兒童權利公約報告中，兒童(18歲以下)參與程度逐漸提升，然而

如何讓兒童的參與不至淪為形式則有相當的挑戰性。有兒童參與其報告之

非政府組織，無論是地方、區域、國家、甚至國際等級的非政府組織，都

告訴我們，包括計畫可行性、執行結果、以及後續追蹤等，他們很難取得

這方面相關的歷史資料。

兒童參與最基本方法之一，便是告知孩童其所屬權利。兒童也能透過地方

及國家社會運動參與來提升兒童人權意識。再者，透過簡單調查研究亦能

蒐集兒童對於其權利行使之觀點。在締約國審查的前提下，讓兒童以各種

方式加入報告撰寫，能夠間接與委員會交流，使委員會了解兒童真正的觀

點，另外參與方式也可以指將觀察結論、政府執行兒童權利之進度、國內

宣傳兒童權利等資訊之發佈，例如兒童權利公約新通訊程序等全球性發展

。1以上每一樣都是讓兒童參與報告編寫的方法。

本文件提供各種讓兒童參與報告的研究方法。除了相關作業經歷、及其他

兒童參與報告推廣作業上可能會需要注意之題目，範例、實用資料、檢核

表與小技巧等，都將幫助成員實踐及監督兒童權利作業評估。

由”兒童權利委員會”、”兒童權利公約實踐組織”、”國際非政府組織及兒

童諮詢小組”等單位提供之相關合作經驗，期許本文件能協助委員會了解

現行兒童權利在體制上及實作上之障礙，並幫助組織持續讓兒童參與報告

撰寫過程。2

兒童權利公約之非政府組織

1

有關非政府組織團體通訊最新發展禁地請至下列網站： http://www.childrightsnet.org/

2

有關兒童參與報告之實際作業方式可參考世界展望會提供之 ”兒童革命者：兒童權利公約定期報告，兒童參與報

告製作指南Children as change agents: guidelines for children’s participation in periodic reporting on

the Convention on the Rights of the Child”； 以及兒童權利公約實踐組織 (2009), 兒童權利公約實踐組

織 “ 讓 兒 童 最 大 程 度 地 參 與 報 告 製 作 ”, 2009 ， 網 址 為 :

http://www.crin.org/ngogroup/infodetail.asp?ID=21348

兒童權利公約執行情形報告指南 1

 1. 立基

主要原則

讓兒童參與報告製作，一方面可以讓委員會了解他們的看法，一方面能讓

他們為自己的權利代言、給報告帶來更大的影響力。參與方式很多，下列

為主要原則：

參與的意義，讓兒童主導製作過程；讓兒童參與活動設計與執行；讓兒童在參

與過程中擁有決策權、包含決定參與程度及參與形式。

透過現有機制及活動制定相關措施及保障(資金上及其他方面)，讓每一位

兒童，特別是弱勢兒童，皆參與報告製作。

中央及地方上依兒童需求及利益建置相關機制，完善兒童保護政策，支持每一

個兒童參與的環節。

加強地方及整個國家認識兒童權利公約報告製作過程。委員會公佈結論性

意見前後，協助人民瞭解人權執行監督的真諦，提升兒童願景、給兒童機

會倡導改變。

永續計畫 兒童參與不僅是參與報告，更重要的是，能產生影響力，小到個

人、地方，大如國家，為兒童權利實踐做長遠規劃。為能讓兒童參與主流

化，我們透過強制機制，使兒童權利公約監督不至流於形式。

兒童權利公約報告程序

兒童們會針對締約國報告及非政府組織之選擇性報告提出自己的研究結果，並出

席日內瓦會議與委員會總部人士會面。對於結論性意見所提到的應做事項等，也

會在國內透過非政府組織的支援及兒童的領導規劃發起行動實踐，地方上或該區

域內的兒童皆可參加。委員會可透過每期會四週，每年三期會之會議舉行瞭解締

約國執行公約的情況。會議於日內瓦聯合國人權事務高級專員辦事處舉辦。締約

國於首次批准的兩年後、以及其後每五年皆需遞交”締約國報告”，詳細說明執行

公約採取的措施，以及執行成果。另外由兒童權利相關之非政府組織單位、聯合

國機構，監察員及兒童提出之”備用報告”則能讓委員會瞭解中央政府為兒童權利

實踐的進展情況。報告提交後，委員會便邀請非政府組織單位、聯合國機構、監

察院及兒童等參與會前秘密工作集會(會前會)，進一步討論重點。如單位另有需

求，亦可透過本組織與委員會秘書處聯繫單獨安排兒童會面。之後委員會根據會

前會之討論，發佈"議題清單"予締約國，要求提供進一步之詳細資料。補充資料

必須在進行締約國審查前以書面方式提交。“

2 TOGETHER WITH CHILDREN – FOR CHILDREN

 會前會三個月後或六個月後，即開始進行締約國審查 （非政府組織或兒童可到

場觀察）。審查主要針對締約國執行公約之情形，每委員會結束為期三週之行程

，便發出結論性意見，內容包含所有參與審查之締約國。締約國透過承認兒童權

利公約之條文來執行觀察總結報告提出之部分。

另可選協議(OPs)下之兒童販賣、童妓及兒童色情片條約(OPSC)，與可選協

議下之兒童捲入武裝衝突條約(OPAC)，此兩項其檢查方式與上述審查相似。由

於此類報告之議題性較敏感，鮮少有兒童參與報告製作，直到現在才開始有兒童

的意見納入其中。雖然可選協議報告中應盡可能納入兒童之意見與建議，但必須

以保護兒童為優先，在倫理道德規範之上來讓兒童參與研究。

.

兒童權利委員會報告程序

提交締約國報告

五年以 六個月至兩年

上

執行結論性意見，非政府組織持續倡導 提交非政府組織報告及兒

童報告

盡速 至少三個月

會前工作組審議非政府組織和其他報告

委員會在會議結束時發表之結論性意見

（兒童基金會，聯合國其他成員，監察

員）和兒童會議

1–2 週

1–2 週

全體會議 - 委員會和國家代表團間討論

之所有內容 提交議題清單

1–4 個月 1.5 個月

政府書面回覆委員會

非政府組織偕同兒童參與報告製作指南 3

 小技巧：一般締約國審查工作會在會期結束後三個月左右進行審查，

除少部分國家之報告及回覆因語言不同需翻譯時程，可能延後到六個月

左右才能進行審查。由於延後之三個月期間對兒童來說影響較大(時間上、會前會結束後之相關計畫

時程等皆會有影響)，建議與委員會秘書處或非政府組織確認貴國審查工作排程。

非政府組織撰寫兒童權利委員會報告指南(Guide for NGOs reporting to the

Committee on the Rights of the Child)提供不同版本及語言，可瞭解報告

之各個章節 如何準備。可選協議之審查程序相關資訊，可參考OPSC 及

OPAC報告製作。3

非政府組織依照該研究之背景、其兒童在此背景下之需求，利用各種研究方

法，使兒童能參與報告研究。理論上締約國報告中（非政府組織鼓勵兒童參

與締約國報告製作）非政府組織報告中都應能看到兒童的聲音。

兒童實際參與之困難性

兒童參與報告製作，不僅能讓報告更有深度，使非政府組織在作業上更有立場，

還能為兒童權利做更進一步的宣傳。無論兒童參與報告的程度多寡、或是參與的

形式為何，在作業上勢必會增加時間及資源之需求。因此非政府組織務必瞭解兒

童在參與上可能遇到的阻礙。關鍵在於，如何維持穩定資金來源、該如何協助兒

童從參與報告中獲得經驗、以及協助兒童承擔自己的行為。許多非政府組織反應

，對於兒童參與報告的部分要規劃多少時間、該如何規劃等不是很瞭解。

小技巧: 安排有相關作業經驗之工作人員處理兒童

參與報告程序不僅可節省時間，更能照顧到兒童的需求。

成長背景、環境影響等都可能影響兒童參與宣傳的機會，非政府組織針對此

點強調，越早讓兒童接觸，讓雙方習慣合作模式，越能起到事半功倍的良效

。根據非政府組織研究兒童在參與過程中遇到的困難，4絕大多數在於無法兼

顧學業/家庭或工作；部分則表示由於年齡及自身經驗不足，無法完全理解資

料內容。

3

此二項指南手冊網址： w w w.childrightsnet.org

4

兒童權利委員會非政府組織小組（2009年），盡力使兒童參與“兒童權利公約”的報告。

4 TOGETHER WITH CHILDREN – FOR CHILDREN

 兒童在參與上遇到的問題

無法去到日內瓦 沒有時間

和小孩說話時的態度

身/心殘疾

對報告製成不夠清楚

翻譯文件不易閱讀

年齡問題

我不會說/讀聯合國的那些語言

不瞭解大人的用語

不能理解文件資料內容

透過以上分析可以知道，在計劃報告環節上，包括全國活動宣傳等，務必考

慮每各個因素，且報告目的一定要清楚明確，例如：

國際上: 影響觀察總結報告，

全國: 透過觀察總結報告使社會大眾重視被侵犯之兒童權利，

個人：兒童個體發展。

在資金方面則須兼顧當下及未來目標所需之資金。

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 5

 2. 準備程序

透過活動安排兒童參與報告製作

許多國家的締約國報告及非政府組織選擇性報告中都可看到孩子們的貢獻。兒童

們會針對締約國報告及非政府組織之選擇性報告提出自己的研究結果，並出席日

內瓦會議與委員會總部人士會面。對於結論性意見所提到的應做事項等，也會在

國內透過非政府組織的支援及兒童的領導規劃發起行動實踐，地方上或該區域內

的兒童皆可參加。

通常活動會由兒童權利相關之非政府組織負責，有時兒童也負責執行的任務。這

些活動皆可列入兒童參與報告製作的範圍內。如一位非政府組織同仁所說，「過

程十分自然，應投入更多努力實踐兒童權利公約」。非政府組織為加強兒童參與

強度，已經規劃執行了下列活動：

透過線上及離線教材安排人權課程，並加以提倡宣導

安排地區上及全國性的兒童會議與諮詢會

協助兒童蒐集兒童權利資料，過濾締約國報告及非政府組織報告中尚未提

及之相關議題，從地方當局到委員會都會看這份兒童報告，因此須協助製

作適合閱讀者之報告內容

無論是會前會還是委員會會議上的直接報告或/及監督作業等，皆陪伴兒童

完成

努力促成國家報告員來訪，並將行程焦點放在與兒童互動上

引導孩子們對委員會進行之一般討論5及起草總結內文部分6提供貢獻

委員會提出的建議可透過發佈、與政府商討、兒童主導之宣傳來執行

透過媒體合作推廣兒童權利。

每個國家背景不同、應因地制宜並針對可能遇到之障礙及風險做好應變措施。

附錄3為一般可能遇到的問題及處理辦法。善用本表與孩子們討論列出各個

風險及障礙之解決辦法。

5

委員會會議排程請參考連結： http://w w w2.ohchr.org/english/bodies/

crc/discussion2011.htm

6

現行之總結內文請參考： http://w w w2.ohchr.org/english/bodies/c rc/comments.htm and尚

未實施之總結條文內文請與兒童權利公約之非政府組織小組聯繫。

6 TOGETHER WITH CHILDREN – FOR CHILDREN

 若有嚴重兒童權利侵犯者，建議可透過現有管道（申訴、監察員、人權非政府組

織報告、兒童救援專線資料等）反應。對此類案件之蒐證，邀請受害者以外的孩

童現身說法可能比向個人蒐集證詞更能反應情況。同儕諮詢或兒童主導之調查通

常也能反映出成人看不到的面向。因此，針對敏感性議題仍可協助兒童們反應，

然務必在參與方式及程度上特別注意。

特別是在反映活動主題規劃上，如何讓幼齡、特殊需求之兒童與特殊成長環境之

幼童（街童、兒童之家、監管、居無定所者），能夠從中受惠。建議可從較廣義

的兒童權利意識提昇為目標來著手，舉辦不同活動的方式進行，相對直接朝報告

方向準備來的容易、接受度也較高（如監獄管理處）。這類活動最終目的都能使

兒童報告內容更豐富，且能依照兒童年齡分級、維持匿名制度並保護當事人隱私

。

小技巧：一般來說非政府組織會提供資金上的協助已使兒童們能盡可能參加籌備

，

性質的會議或其他全國性活動。贊助範圍包括交通費用、住宿費、同行之父母、照護者

之開銷，需請假前往會議之兒童所犧牲之工資等。

實例分享

英格蘭，日內瓦行程準備

代表團遴選

為選出兒童代表，負責日內瓦準備工作的孩子們設計了一個題目，參賽者須為住在英國未滿18

歲之兒童。以公約第12條:"兒童有發言的權利"為題幹，下分兩道題目，第一，參賽者須透過

各種形式表達他們對此條文的實踐範例—一則新聞、論文、書信/日記格式；錄音/影；歌曲；

四格漫畫；帶敘述之照片/圖片。第二，以「我想見聯合國委員會，因為...」為開頭造句。稿

件評審為兒童及負責日內瓦準備工作的成員。最後選出了12位，年齡介於9到12歲。三個月後

的締約國審查在日內瓦舉行，慈善機構另資助兩位兒童前往日內瓦參與審查過程，並向英國兒

童報告。

與委員會會面

2008年的會議英國派出12位兒童出席。委員會在僅限於兒童出席的會議上與當中10位兒童會面（

詳後述），另兩位則以非政府組織代表參與會前會。兒童事先在英國已與代表團其他10位成人成

員一起接受相關訓練，包括與英國兒童有關之兒童議題（議題討論內容為1,700份以上之兒童研究

報告結果）、公開演說練習等。會前會上，Nathan（12歲）及Imogen（17歲）分別向委員會報

告並接受詢問。會議上使用到之專有名詞、律法政策引用等皆有專人解說。

提交結論性意見

2008年10月3日委員會針對英國政府提出結論性意見。英國兒童權利聯盟於同一天提供兒童

版的結論性意見，現在所有參與報告的孩子們都可以看到他們向委員會提出的 14項建議是多

麼具有影響力。兒童、非政府組織、地方議會、學校、政府機關、兒童專員皆會收到兒童版的

結論性意見，另可透過日內瓦行程準備網站上取得。兒童並監督政府盡力朝自己提出的建議方

向前進。透過日內瓦行程準備網站可取得這些報告。

英國兒童權利聯盟(CRAE)

建立夥伴

其他組織及個體的加入，在短期或長遠考量上，都能幫助兒童參與公約報

告產生更大的影響力。兒童、學校、青年團體、兒童組織、非政府組織、

8 TOGETHER WITH CHILDREN – FOR CHILDREN

 宗教組織、地方/國家媒體、地方當局、父母、照護者、兒童之監察員、

國會議員、政治團體、國家本身。這些團體聯合起來將對遊說國家就委員

會結論性意見採取行動建立一堅實的基礎。

向國家兒童權利聯盟諮詢相關問題、完成職責範圍的兒童報告、利用其他不

同專業的組織共同為兒童參與努力。另外，建議盡早與聯合國兒童基金會、

國家委員會或是國際非政府組織聯繫、詢問是否願意參與報告製作、或是願

意針對此報告提供技術上或資金上的支援，相信不難從中找到有興趣贊助兒

童參與報告的組織。其他如人權組織、監察員等，都是很好的夥伴來源。

讓兒童參與兒童權利公約監督工作能留下“遺產”是一項具有挑戰性的工

作，而且是更廣泛地將兒童參與納入不同層次的主流化和融合過程的一部

分。然而，對許多非政府組織來說，與國家利益攸關者建立牢固的關係，

其價值在於為正式公約報告製作、後續活動提供之資金。另外在地方上建

立良好之夥伴關係更能持續改變兒童生活、促進人權監督等相關工作。

小技巧：您可以衡量組織之獨立程度，視情況要求政府支援兒童參與報告程序。

• Depending

總結第5條。 on 7

how independence from the State can be guaranteed and perceived,

7

總結第5條 (2003年): “兒童權利公約”執行情況之一般作法， 詳見: http://daccess-

ods.un.org/access.nsf/Get?Open&DS=CRC/GC/2003/5&Lang=E

8 TOGETHER WITH CHILDREN – FOR CHILDREN

 兒童個體發展

兒童權利教育卡通短片為聯合國兒童基金會為

非政府組織可以透過培訓方式協助兒童

公布兒童權利公約公共政策所製作之短片，片

參與報告製作、兒童也能從中學到更多

長約30秒，共80篇短片http://www.unicef.org

寶貴經驗及技能。建議從優勢上著手，

/videoaudio /video_top_cartoons.html

並針對公開演說、研究技巧、分析方式

、報告撰寫及評估作業等幾項加以訓練

。

免於遭受歧視（第20條文）

不少非政府組織會利用現有工具或發 菲律賓 (ImagineAsia).

展新方式協助兒童參與報告製作、監

家庭 (第5條文):

督作業與宣傳等，舉例如下：

阿根廷 (Independent)

兒童權利公約8及報告製作中對兒童有善的部分。

幫兒童們解釋相關文件內容，如結 自我定位 (第8條文)

伊朗 (Independent)

論性意見。

教育 (第28條文)

印度 (ToonzAnimation).

利用文字方式向兒童說明該國影響

兒童權利的法律內容。

戰爭期間尋求庇護(第38條文)

安排定期會議討論童權利議題。

印度(USL-RM)

準備各種研究用工具

宣傳工作需要之專業技能培訓

免於受忽視(第19條文)

利用影片讓孩子們了解兒童權利 捷克(Kratky Film)

幫孩子們找到更多非政府組織夥伴/成員 免於受歧視(第2條文)

巴貝多(Independent).

支援其自我權利倡導。

免於童工剝削(第32條文)

義大利(RAI Television).

在保護下成長(第3、9條文)

蘇格蘭(Red Kite Productions Ltd).

自我表達(第13條文)

智利(CINEANIMADORES).

非政府組織應投入更多心力，包括工作人員、兒童的父母、照護者、相關資

料等，從各個層面來加強兒童參與報告製作的可能性。

8

詳見：MAGIC 網 站 上 提 供 各 語 言 之 兒 童閱 讀 版 。 http://w w w.unicef.org/magic/

briefing/uncorc.html

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 9

 協助兒童蒐集資料

兒童先蒐集同儕遭遇的經歷，整理後向委員會報告，這便是兒童對國家執行

兒童權利的看法。委員會特別重視孩子們自行訪問蒐集得來之兒童意見，有

些廣泛蒐集數千筆兒童意見，有些則針對特殊生活背景或特殊團體的兒童做

深度訪談。兒童會先接受非政府組織的研究技巧課程，再開始進行研究策劃

與執行。9

一般來說兒童需參與專案策劃、題目設計、執行、數據分析等。針對較難

執行、不適合、不實際、或耗時過長之作業可考慮由大人執行。須注意調

查行為可能導致部分家長或照護者負面反應，此時應由陪同之大人從旁協

助處理。大多數兒童在研究過程中都漸漸感受到同儕或大人們尊重以待，

尤其對年紀較小的調查員或較受訪者相對弱勢的調查員（如：住在照護之

家的調查員）特別有感覺。參與報告製作的小小調查員表示，透過報告資

料蒐集，兒童的聲音都被放大了、被重視了。 10

為蒐集同儕的經驗及看法，調查員會利用以下不同方式進行調查：

為取得較廣泛之意見及兒童經歷，調查員透過學校、網路和青年機構在活

動期間對兒童進行調查和問卷調查。

透過焦點小組訪談，對邊緣化兒童進行針對性研究（依非政府組織或委員

會認定其權利易於受侵犯之兒童），透過訪談討論他們應有的權利、該如

何改善情況等。

與弱勢兒童進行一對一訪談，如保護管束兒童，心理照護兒童、受虐兒童

等。

大量邀請不同年齡層、不同背景之兒童參與各種討論、諮詢活動等。

透過全國性活動請兒童以其權利是否受尊重為題目分享意見。

審查文獻，確認已發表過之意見，以及尚未發聲之兒童。

利用比賽、工作坊製作相關影片、相片或圖畫，或是和藝術家聯合執行。

任何一種研究方式皆須建立在研究倫理上，舉例如請教專家過目研究設計之

問題，內容是否合宜、與主題相關、是否可能影響受訪者情緒等；是否已取

得每位受訪兒童同意(視情況亦須取得該父母、照護者之同意)參與報告調查

且已提供所有必需之資訊；告知受訪者研究報告中將如何使用其受訪內容；

受訪者之身分絕對保密;受訪空間、訪問翻譯員、簽名者及其他受訪者要求

之事項);若該受訪兒童願意發表其看法，則須確保報告中會納入其受訪意

見。

9

詳見：2004年，讓兒童參與研究，加強支援兒童參與受暴兒童研究之道德性及實際意義，國際兒童救援聯盟

。http://www.savethechildren.net/alliance/resources/So_you_want_to_research_apr2004.pdf

10

2009年，使兒童盡可能參與“兒童權利公約”的報告製作, 兒童權利公約之非政府組織小組。

10 TOGETHER WITH CHILDREN – FOR CHILDREN

 小技巧： 確保資料收集所需之資金援助 - 例如，培訓同行研究人員，旅行開銷，翻譯費用，租用場地費

用、兒童特殊要求等。

附錄 1為指導兒童進行研究之研究倫理聲明範例。

附錄 2為兒童權利調查範例。

附錄 3風險評估表— 兒童權利研究計畫

實例分享

蘇格蘭，蒐集兒童權利實踐資訊

蘇格蘭第12條文組織為青年領導之組織，旨在促進人權中兒童參與權及資訊獲得權等權利。該組織於

2008年出版了"我看見"：蘇格蘭聯合國兒童權利公約，主要針對越來越多兒童對於實踐兒童權利公約表

達相關看法的部分提供處理方案。報告花了兩年的時間，諮詢各地之社會團體，訪問兒童對其權利及福

祉之看法。主要內容如歧視吉普賽兒童、浪居兒童、蘇格蘭新移民；不讓兒童擁有決定權、難民及庇護

兒童之不當對待、孩子與家人之互動、LGBT青年難以取得特定醫療協助、厭食者、暴飲暴食；兒童權

利公約的意識；受照護兒童之歧視。資料總共蒐集了八千多筆蘇格蘭四歲以上兒童/青年之意見。

蘇格蘭第12條文組織

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 11

 3. 提交兒童報告

雖然兒童的意見已被列入非政府組織報告中，但[兒童]認為還可以做得更多。11

當非政府組織小組問兒童為什麼會參與兒童權利委員會報告程序時，兒童

說他們希望有機會以自己的方式、自己的話告訴委員會，兒童在他們國家

的權利執行情況。很多國家的兒童會用他們從同行收集的資料來編寫自己

的報告。這份報告與締約國，兒童基金會，非政府組織和其他機構所寫的

報告是一起由委員會審議的。

兒童報告

針對報告編寫方式或內容並無硬性規定，書面報告長度以30頁為限(與非

政府組織之報告編寫規定相同)，兒童可以在報告呈現方式上多花心思。

非政府組織報告將締約國報告內容分為八項大綱進行逐節分析，委員會根據

以下八大章節比較政府報告與非政府組織的資料：

1. 執行準則 (條例 4, 42, 44.6)

2. “兒童”的定義 (條例1)

3. 一般準則 (條例 2, 3, 6, 12)

4. 公民權利與自由(條例 7, 8, 13-17, 28.2, 37(a) 及 39)

5. 家庭環境及替代照護(條例 5, 9–11, 18.1–2, 19–21, 25, 27.4及 39)

6. 殘疾，基本健康與福利(條例 6, 18.3, 23, 24, 26, 27.1–3, 及 33)

7. 教育，休閒和文化活動(條例 28–31)

8. 特殊保護措施(條例 22, 30, 32–36, 37(b)–(d), 38, 39及 40)

兒童可利用上述八項大綱討論何者為優先事項，何項已有相關資訊，要選擇

報告哪些項目，還是每一項都列入報告。若決定每一項皆列入報告內容，則

兒童必須為特定背景之兒童(如：殘疾，原住民，少數民族，受庇護者，童工

等)。

11

讓兒童最大程度地參與兒童權利公約報告製作。2009年兒童權利公約非政府組織。

12

兒童也有能力製作國家級報告，編寫30頁的研究報告及其摘要。

12 TOGETHER WITH CHILDREN – FOR CHILDREN

 務必讓兒童訂定自己的議程 - 特別是在非

政府組織的支援下，兒童報告內容寫的是

非政府組織的議程和優先事項，而非他們

關心的議題。所以諮詢可以從兒童自身權

利及他們對權利履行的看法等開始著手

。

2010年10月 CYMCR，柬埔寨的的兒童報

告”我的生活… 我的建議…”中，兒童團體

採用上述之內容外，另新增一篇章節撰寫有

關兒童參與的內容，各篇章節主要重點則放

在他們優先關心的議題。13

2010年比利時兒童報告：報告十分完善

。特別是會前會上比利時報告準備了一段

長約12分鐘之影片，內容則是關於四組兒

童弱勢團體的心聲。14

其他報告內容請透過此網址搜尋：

http://www.crin.org/docs/resources/treaties/crc.25/annex-vi-

crin.shtml

有關協助兒童撰寫報告的方法可參考附錄4，兒童編寫報告的技巧，

及我的兒童權利報告製作口袋指南。

實例分享

荷蘭，編寫報告

荷蘭全國青年理事會是荷蘭兒童權利聯盟的成員之一。青年理事會參與了非政府組織報告編寫

的過程，並還負責兒童/青年報告的部分。與從事兒童權利工作的組織廣泛協商確認排入報告

的問題清單，並提及報告委員會之準則。隨後，青年理事會起草了一份編寫青年報告的提案，

內容包含涉及兒童群體的部分，以及報告可能提出之議題。荷蘭聯盟對上述擬案會先進行評估

，評估通過後青年理事會便指派撰寫員、與青年團體聯絡安排訪談及結論作法定案。青年理事

會有兩個聯繫窗口 - 一個代表荷蘭兒童權利聯盟的青年理事會，另一個負責青年報告。編寫過

程中荷蘭兒童權利聯盟會提供關於兒童權利公約或荷蘭法律制度的相關規定，但不會干預寫作

過程或報告內容。聯 盟 的 成 年 人 可 提 供 青 年 理 事 會 的 兒 童 他 們 的 相 關 經 驗 、 知 識 以 及 有

力支援。由於獨立於聯盟，且與聯盟平等之地位始得他們能夠參與其中 。一邊的夥伴代

表兒 童， 另一 邊代 表成 人社 會。捍衛兒童 – 荷蘭ECPAT

13

完整報告請參考： http://w w

w.crin.org/docs/Cambodia%20%5BChildren’s%20Report%5D_My%20Life...My%20

Suggestions_CCYMCR.pdf

14

詳見：http://w w w.unicef.be/fr/project-belgium/what-do-you-think and http://w w

w.unicef.be/_webdata/WDYT_UK _ def.pdf

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 13

 實例分享

英格蘭，委員會報告撰寫

為蒐集報告內容所需資料，2007年日內瓦行程準備專案協助6到18歲的兒童進行全國性之資

料蒐集。總共蒐集了1,362份線上調查、焦點團體訪談內文長達三千頁之多。透過訓練，孩子

們能將調查資料加以分析、並在報告中引用訪談字句。 報 告 起 草 委 員 會 共 十 四 名

成 員 皆 由 兒 童 自 願 參 與 ， 資 料 來 源 由 其 他 成 員 分 析 後 ， 由 這 十

四 名 兒 童 分 別 負 責 各 項 報 告 內 容 ： 尊 重 與 自 由 之 章 、 家 庭 與 朋

友 之 章 、 健 康 與 安 全 之 章 、 教 育 與 休 閒 、 犯 罪 等 章 別 等 。 報 告

將 納 入 訪 談 中 拍 攝 之 照 片 、 幼 齡 兒 童 針 對 人 權 闡 釋 所 畫 的 圖 片

等 。 報 告 提 交 給 委 員 會 之 前 ， 成 員 開 會 決 議 報 告 設 計 、 並 決 定

向 委 員 會 要 求 將 英 國 兒 童 1 4 項 建 議 納 入 結 論 性 意 見 中 。 英 國 兒

童 權 利 聯 盟 亦 將 此 調 查 結 果 整 理 一 份 更 完 整 的 報 告 ， 並 由 兒 童

監 督 製 作 ， " 他 們 瞭 解 甚 麼 ？ 英 國 兒 童 暨 青 年 之 人 權 " 。

英國兒童權利聯盟

報告規定

兒童報告截止時間與非政府組織備用報告截止時間一致– 一 般 落 在 會 前 會 開

始前三個月。非政府組織應直接與小組聯繫確認報告節件時間。

請以電子郵件形式交件。

另準備25份紙本報告交由小組發給兒童權利委員會。若有困難，可聯繫小組

代為影印。

非政府組織小組可提供兒童報告發展相關建議。

非政府組織應鼓勵兒童在國內分發兒童報告。可透過活動舉辦、發稿給媒

體、與政府官員、議員會面、其他相關者如兒童監察員、兒童組織、當地

機構等。鼓勵兒童發給每一位參與報告製作的成員、受訪者等一份最終版

的報告，確認他們都能取得並有機會閱讀。

14 TOGETHER WITH CHILDREN – FOR CHILDREN

 4. 以兒童角度向委員會報告

在越來越多兒童有興趣或已直接參與兒童權利公約會議報告的趨勢下，雖

然由成人來進行報告並不違法，兒童也不一定要前往報告會場(部分國際非

政府組織會將書面資料提交給委員會，但並不出席會前會)，但基於此趨勢

，在此特別針對兒童代表人選決定、行程準備、支援工作等方面提供相關

作法。

兒童代表團

與委員會見面對兒童來說是一個機會。大部分與委員會會面的兒童都參加

過會前會週之兒童會議或是已參加會前會工作小組(觀察者或參與者的身

分都有)。另外兒童也可以觀察者的身分參加締約國審查工作。

兒童會議代表團之人數及條件並無制定標準辦法，委員會也未有特殊要求。重

要的是要與兒童合作，考慮什麼形式的代表團能對委員會產生最大的影響。考

慮到會議可用的時間有限，因此時間限制也是很重要的因素，另外就是兒童保

護標準等等。例如，年齡，性別平衡，族裔和背景（例如包括土著，少數民族

，殘疾或弱勢群體）問題，確保代表團具有代表性，同時代表團人數不要太多，

才能起到效率保護和效率參與。

有四名兒童來自 [國家]受戰爭影響的地區 [出席會前會]...另一名與會者 ...

以前是童妓，當時正在接受身心復健課程，另一名兒童則是歷經人販後生

存下來的。這些兒童能夠與委員會成員分享他們的問題和意見。15

會前會及兒童會議分別不會超過三小時及一小時。基於時間因素，建議勿安

排過多代表前往日內瓦，以避免人數過多而無法完全參與。事先讓兒童有心

理建設，讓他們瞭解，參與日內瓦報告行程只是實踐兒童權利的一部分。 16

根據之前的經驗，盡可能先安排一次兒童初步會議，對兒童也會很有幫助。17

15

非政府組織“兒童權利公約”小組（2009年），使兒童盡可能參與“兒童權利公約”的報告製作。

16

可以其他方式與兒童見面，如報告員訪問行程中（見本指南的相關章節）。

17

詳見：想和孩子們商量？ ，兒童參與聯合國大會兒童議題特別會議之12堂課。國 際兒童 救援 聯盟

2003/2004。

http://www.savethechildren.net/alliance/resources/publications.html#partcipation

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 15

 建議非政府組織先透過組織小組通知委員會秘書處傳達代表團成員人數、及

兒童相關協助需求(如特殊設備、翻譯人員、無障礙設施等)。確保兒童心無

旁騖準備會談。

以下提供選出兒童代表之各種方式：

由兒童組織投票選出代表。

舉辦競選類活動，兒童可參加競選，由兒童或非政府組織選出代表。

擁有兒童權利宣導經驗、願意提出同儕或非政府組織親身經歷過之兒童權

利議題。

通常參加兒童代表團的首要條件為主動編寫兒童報告和/或參與促進、落實兒

童權利方面之能力。這是許多非政府組織打算根據兒童的身份和個人和集體

權利持有人的身份，指示兒童參與報告進程的合法性。基於他們的身分為兒

童、為擁有多項權利之獨立個體，多數非政府組織便依此確立兒童參與報告

製作之合法性。兒童代表應注意避免利用該機會講述個人處境，並將焦點放

在報告內容及該國情形。

兒童代表需未滿十八歲(剛好在會議日及會前會之間年滿十八歲者例外)，須具

備報告演說、回答詢問之能力。

小技巧： 委員會並不提供個人協助服務。務必讓兒童瞭解委員會不會針對個案

直接進行處理。建議先向兒童解釋會議運作方式，讓兒童在生理與心理上皆有準備，

同時應避免可能因個人因素影響其表現之兒童做為代表前往會議。

為安排兒童代表前往日內瓦，在決定代表人選後，下列事項為必要之行前作

業：

行前安排代表成員互相認識及相處的時間。

舉辦行前說明會(並將行程表打印出來給孩子參考)，說明會應包含當地行

程、可能的情況、各個代表成員的角色，任務等等資訊

定會前會工作小組及兒童會議的與會者，並針對不同會議分別解說其概念

與大致作法。

陪同前往之大人需經過培訓或已瞭解行程，並與孩子們有一定程度之認識

，確認兒童與該成人能和諧相處。

16 TOGETHER WITH CHILDREN – FOR CHILDREN

 實例分享

香港。選出代表與委員會會面

主要是讓孩子們有機會把他們所見所想的直接告訴委員會。孩子們一定要從報告一開始就加入團隊

，這樣兒童參與的概念才有意義。我們(香港兒童權利委員會)安排了兩位兒童代表前往日內瓦參加

會前會。這兩位代表都是由參與報告的孩子們互相討論代表員的條件、投票規範後自行投票選出的

。選票上詳列了性別、年齡、機會平等、承諾度、語言障礙等項目，然後交由(非政府)組織把選票

發給所有符合條件的投票者。最後選出一位15歲男孩與19歲女孩代表香港前往會前會。兩位代表

不論在香港還是日內瓦都十分積極參與討論及相關事項、記者會、會前會、會前會結束後之兒童會

議等。透過自行決定日內瓦代表的過程，孩子們背負著轉達兒童意見給委員會的責任。其中一位代

表現已長大並持續為實踐兒童參與報告而努力。

香港兒童權利委員會

演講訓練 – 訓練如何公開演講或在鏡頭前說話，18無論是給委員會的口頭報

告，還是任何全國性的報告，他們都能良好的表達研究發現結果。

讓孩子大略瞭解會議上有機會可以做到甚麼。

讓父母或照護他們的大人知道去日內瓦的任務是甚麼，並對陪同代表前往

日內瓦的成人也有一定認識。

建立流程明確、作用清楚且責任分屬的兒童保護架構。

小技巧：建議提前一天到日內瓦，讓孩子有時間適應時差、當地情形、會議準備。

等hildren can find the whole process to be an intimidating experience – scheduling an

附錄 5為英國兒童權利組織（CRAE）針對兒童代表週末指導課程之範例。

兒童代表團訪問流程、安全指引 安排訪問行程時務必考量下列事項：

18

非政府組織應遵循現有的指導，對兒童進行面談，以確保每位兒童、其同儕及家人之安全。請聯繫非

政府組織小組取得更多資訊。

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 17

項目 詳細內容 執行情形

是否充分預估代表團訪 • 交通

問的費用？ • 護照/簽證

• 為申請護照/簽證所需之交通費

• 旅平險/健康險

• 免疫接種(視情況)

• 每位兒童及協助者之住宿及每日津貼

右列事項可能產生的費 • 語言翻譯

用？ • 協助有殘疾之代表者支持工作者

• (針對已在工作之代表)提供補償收入

• 備用盥洗用具、衣物

是否考慮申請護照或簽證 • 家長/監護人之授權及所有必要文件

所需的時間？

• 預留申請/核發護照所需時間

• 請非政府組織小組提供邀請函予申請簽證使用

• 預留申請/核發簽證所需時間

是否已充分告知並讓 • 取得每位代表成員之父母或照護者及其本人之旅行

家長，照顧者和兒童 同意（包含無需申請簽證之代表員）。

自己參與決策和準備

工作？ • 提供父母/照護者行程表、緊急聯絡資料

• 確認孩童在日內瓦時有管道與父母或照顧者聯繫

（透過如電話，電子郵件，集體/個人等方式）

• •同行陪伴之成年人的識別證和準備（“伴侶”）

是否已針對日內瓦行程預 • 告知參與者及其監護人制定之保護政策資

先制定兒童保護措施，並 訊

進行風險評估？ • 書面方式提供代表團每位成員相關計劃/指導/聯

繫方式

• 緊急情況時有足夠人手

• 若委員會提及較難理解或較敏感之議題時，視需

求提供兒童心理諮詢。

• 培訓緊急應變工作人員

是否清楚代表成員之需求 • 語言翻譯需求

？並知道在會議期間如何 • 不同飲食習慣

安排？

• 宗教

• 健康方面

• 與非政府組織小組/兒童權利委員會秘書處聯繫

詢問相關服務（無障礙空間，本地語言翻譯，禱

告間等）

使否已為日內瓦行程安排 • 住宿(是否包含早餐？ 單人房或多人房？是否向

住宿及餐點？ 與會者確認過？)

• 午餐

• 茶點

• 晚餐

18 為兒童 – 與 兒 童 並肩 齊 行

 小技巧：會前會小組僅提供法語、西語及英語翻譯，另依需求提供俄語、阿拉伯語

及中文等語言。兒童會議未提供翻譯服務，非政府組織請自行安排翻譯人員

，或由非政府組織小組代為處理。請事先安排妥善。

非政府組織小組會提供一本手冊給出席委員會會議的所有非政府組織，內

有關於日內瓦，當地住宿及交通等相關資訊。孩子們可透過手冊瞭解日內

瓦的概略，包括氣候，貨幣和生活水平等細節。手冊將寄送給參與日內瓦

會議之非政府組織、也可聯繫非政府組織小組索取。建議兒童代表團閱讀前可將

手冊進行翻譯或適當解釋。

簡報

會前會開始之前，非政府組織小組會先在威爾森宮與非政府組織進行一次簡

報會，建議兒童參加此簡報。簡報將包括有關會前會進行方式、會議中的禮

儀等。根據要求，非政府組織小組也可稍微介紹威爾森宮，會議規則和條例

，讓兒童熟悉環境、瞭解會議作業方式，並給兒童機會問問題。時間許可的

話可帶領兒童參觀稍後會議舉辦的地方。

會前會工作小組

會前會屬於技術會議，目的在於協助委員會針對受審查之國家擬出問題清單

。對兒童來說此會議可能會較正式。由於其保密性質，通常屬於一小型會議

，一般來說，除委員會和兒童權利委員會秘書處成員外，與會者將不超過十

二位人員。如欲安排人員參與會前會，務必先與非政府組織小組聯繫。在申

請參加會前會的人員名單中，清楚列出參與兒童的姓名和地址，地址可以是

您所屬的非政府組織地址。

通常與會者包括國家機構、非政府組織機構、國際政府機構，如兒童基金會

或其他聯合國機構，以及國家人權機構，例如有提交報告之兒童監察員。以

觀察員身分參加會前會可使兒童更瞭解兒童權利委員會的報告製作及委員會

擬訂結論性意見的方式，讓參與更有實質意義。在擬定會前工作組代表團成

員時，特別是針對童工或兒童捲入武裝衝突等議題部分，應該確認組織具備

的專業知識是否足夠。主席宣布會議開始後，非政府組織和其他非政府機

構正式而簡短地說明政府在實施“兒童權利公約”方面取得的進展，並概

述他們所遇到的問題。然後，委員將根據這些口頭報告及締約國、非政府

組織、聯合國機構等書面報告提出問題。問題提出後與會者進入短暫休息

，準備回答問題。休息結束後，與會者便就方才委員提出之問題作答覆，

答覆過程中委員可能會有進一步的問題提出。討論以此形式至會議結束。(

會前會作業程序細節可參見非政府組織向兒童權利委員會報告之非政府組織指

南。) 視 兒 童 之 意 願 可加入非政府組織的發言時間發言，並在委員會提出

問題時提供答覆。

實例分享

英國參與會前會之經驗分享

2008年的英國會前會，非政府組織代表團包含了英格蘭、蘇格蘭及威爾斯的兒童。非政府組

織需保留一部分名額給與兒童參加會前會，以便委員會有機會聽到他們的聲音，兒童與委員會

的會議也是正式報告製作的一部分(當天會與更多兒童代表團會面)。參加正式的英國非政府組

織代表團中，最年輕的孩子為12歲。兒童在前往日內瓦參加會前會之前，會先在自己的國家

22 TOGETHER WITH CHILDREN – FOR CHILDREN

 與其他代表團成員一起度過周末。周末訓練包括編寫報告內容，預習所有兒童提出 之相關議

題。代表團成員也在會前會進行的前一個晚上在日內瓦相聚並認識彼此。會前會上兒童代

表介紹英國在兒童權利上遇到的主要問題，與非政府組織代表及兒童專員一起回答委員會的問

題。會議進程中，有一位大人同步解釋正在討論的不同立法和政策的背景; 過程中若有兒童有

任何疑問都可以向這位協助員提出。 雖然兒童們覺得會議內容稍有難度，但能夠參與會前會並

回答委員所提出的問題更為重要。 在 非 政 府 組 織 提 供 的 相 關 分 析 資 料 下 ， 能 夠 讓 委 員

知道現行法律下兒童們的看法及生活經驗是無價的。

英格蘭兒童權利聯盟

兒童會議

此時兒童會議還不會正式成為報告製作的一部分，必須提前安排參加委員會

的會前會程序。這部分可透過非政府組織小組安排，因此若非政府組織準備

以協助的腳色安排兒童代表與委員會單獨會面時，則應先知會非政府組織小

組。

兒童會議一般安排在會前會之前或之後，約為時一小時。委員會主席通常會

與成員一起擔任締約國審查的國家報告員（詳情見下一節，報告員的工作）

，其他委員會成員通常會 一併出席。 此會不如會前 會般 正式，委員會成

員常與兒童坐在一起，而非如會前會安排固定座位。

這次會議主要讓兒童有機會分享其意見（及該國兒童的意見）。兒童可以決

定是否陪同其非政府組織代表出席。有的兒童傾向於有非政府組織參加（可

較放鬆或有特定兒童議題支援需求）;也有兒童傾向與委員會舉行非公開會議

。一名非政府組織小組的代表也將出席會議。

委員會首先自我介紹，並了解每位兒童的名字，然後兒童開始介紹優先議

題，關心和建議。不同於會前會，委員會一次只會討論一個問題，而不是

提出一系列問題。依照主席提示，兒童可透過麥克風說話。會議將進行一

小時，結束後，主席結束會議並感謝孩子們出席參加。

小技巧：一般來說會議室沒有PowerPoint或放映機等設備，不過也有例外的時候

，例如曾經有比利時及韓國以影片作為報告格式之一。因此若您考慮製作類似的報

告格式，建議可以先與秘書會聯繫安排播放設備器材。

幾乎每位出席委員會會議的兒童都認為對方已收到自己的意見，也認為委員

會表現出願意聆聽的態度。由於委員會會議時間十分有限，必須培訓兒童對

會議之正確認識，並鼓勵兒童將出席會議當作一個能為他們關心的議題發聲

的機會，並告訴委員他們希望結論性意見中能放入甚麼資訊；非政府組織必

須告知兒童，委員會在擬訂結論性意見時會將其報告內容納入考量。

實例分享

肯亞為兒童準備委員會會面

代表肯亞兒童之四名年輕代表皆尚無出國經驗。提供支援之非政府組織認將重點放在協助他們完全

瞭解情況，包括報告製作之各個方面，以及抵達日內瓦時可能發生的情形。為建 立 信 心 ， 在 與 委

員會會面之前，代表員已接受公開演講訓練，並加強對威爾森宮的認識。年輕代表與委

員會會議持續約一小時，會場除雙方人員外無其他成年人，以使兒童有機會領導會議，

並 可 專 注 於 他 們 最 關 心 的 問 題 。 每個年輕代表都需主導一個特定的主題。這些主題由肯亞主要

決策者舉行全國會議時選定，分別為：愛滋病毒/愛滋病，鄉村社區兒童的需求，街頭兒童以及生

長於兒童之家或照護中心兒童之需求。代表在簡短介紹主題（在該主題上其代表有切身經驗，並轉

達他人的意見）後回答委員會提出之問題，會後則以觀察員身分參加會前工作小組。

22 TOGETHER WITH CHILDREN – FOR CHILDREN

 肯亞兒童進步聯盟（KAACR）

會期

定期國家報告的審查為期一天（共兩次會議，每次三小時），而“可選協

議”之報告則有半天（一次三小時會議）時間。凡提交兩份議定書報告者

，全體會議之審議可延長至一整天（兩次會議，每次三小時）。當審查

CRC(兒童權利公約)和兩項OP(可選協議)時，則共安排為一天半的時程

。政府出席委員會會議時，成員可根據非政府組織及兒童收到的信息提出其

他問題和意見。開幕將請政府代表團作簡短致詞，接下來委員會成員會於會

議中提出一系列相關問題。

如果可以的話，非政府組織及兒童應盡量參加全體會議。會議是公開的，雖

然非政府組織和兒童沒有發言權，他們可以觀察員的身分參加以瞭解全面情

況。兒童可能不易完整聆聽整個會議，伴隨的成年人應該安排休息時間給兒童

們安靜離開會議室，並可在咖啡廳解說會議內容或進行其他活動。為 提 高 觀

察價值，針對 個人或集體任務 應詳加規 劃（如記下兒童報告中提到的問

題、從政府代表發言中搜尋可引用之字句並在媒體或其他後續報告中使

用、畫下參加會議 情況之漫畫或插圖等）。 非政府組織小組雖會編寫會議

摘要，19但這不比“實際在那裡”所獲得的資訊，且官方摘要記錄譯本往往在

討論後數個月才能完成。另，與政府之非正式會面可安排於會前或會中以提出

更多資訊或新議題。然而，委員會在全體會議期間不會與非政府組織或兒童做

正式會面。

19

依國家報告提供之摘要。詳見 w w w.childrightsnet.org

22 TOGETHER WITH CHILDREN – FOR CHILDREN

 4. 透過報告員瞭解兒童觀點

每一次締約國審查，委員會會任命一或兩名成員為國家報告員執行審查。報告

員將帶領委員會詢問非政府組織、兒童基金會及締約國相關議題。

為使報告員（即委員會）直接瞭解兒童的生活，不少非政府組織會邀請國

家報告員訪問該國，透過報告員直接與當地兒童接觸，委員會能夠了解影

響兒童的主要問題，兒童在熟悉的環境中也更能暢談自己的想法。

如果報告員訪問是在國家審查之前，則會面應僅限與兒童及非政府代表，

以避免在審查期間影響委員會的意見。若報告員在國家審查後訪問，則最

好能與政府、非政府組織及監察員代表會面，並將重點劃分在後續追蹤執

行上。

透過報告員的訪問可以讓更多來自不同背景的兒童參與兒童權利公約報告製

作。尤其當非政府組織缺乏派遣代表團至日內瓦之資金，但希望兒童能夠直

接與委員會成員會晤時，便可以利用此機會安排會面。

不同國家背景對邀請報告員一事可能有負面影響甚至產生風險，因此要評

估風險的可能性，並確保訪問的合法性，是否需通知當局或取得其正式同

意等，最重要的是要保護可能與報告員接觸的兒童其人身安全。

安排訪問員行程

報告員訪問行程通常會由非政府組織或兒童基金會資助。費用一般包括機票

、當地旅費、住宿費用，可能還包括委員會成員的每日津貼。針對安排報告

員訪問並無嚴格或直接了當的規則，但應考慮以下因素:

考量邀請委員會成員之時程安排（需先通過委員會秘書處，並視情況是否

需非政府組織小組支援），以加強訪問效率

簽證辦理時程（時情況需求）

資金贊助 - 兒童基金會，國際非政府組織，兒童監察員等利益攸關方資助

或協助安排報告員訪問行程

指定聯繫窗口與委員會成員敲定行程安排，特別是如果行程涉及較多單位

讓兒童參與報告員訪問的計劃，或鼓勵兒童領導計畫安排

與報告員確認有無特別想安排之行程/場所

不同場所及機構 - 如兒童之家、地方鄉鎮、醫院、學校和少年懲教或拘留中

心以及監獄等20

活動方案B計畫- 如議會活動，與兒童會面，與非政府組織討論新興和既

有之兒童權利侵犯議題，會見政府官員和訪問特定場所或機構

報告員須訪問該國哪些地區 - 訪問不可超過四天

利用報告員訪問增加兒童締約國、媒體、司法機構及大眾對兒童權利認識

的機會。

24 TOGETHER WITH CHILDREN – FOR CHILDREN

 實例分享

報告員訪問威爾斯行程

威爾斯訪問行程安排在會前在日內瓦進行締約國審查之前。在日內瓦的會前會中，國家報告員受

威爾斯兒童專員邀請，於威爾士進行為期三天之參訪行程，並在此期間與Funky Dragon（威

爾斯兒童青年人大會）成員 首次會面。報告員亦表示希望了解威爾斯兒童實際生活情況。

Funky Dragon安排位於Merthyr Tydfil，Gurnos Estate的3G會館會面，3G會館是目前全

歐洲最大的社會之家之一，也是失業率與疾病率最高的地區。3G會館為兒童提供一避難處，

，也孕育了許多Funky Dragon成員。與成員及當地孩童見面的同時，針對Funky Dragon進

行的兒童調查作相關討論，也進一步瞭解此研究與當地兒童之生活相關性. 行 程 中 亦 包 含 當

地導覽，由於剛好下起雨來，訪問員拾起外套、撐起雨傘與我們一同行走，認識我們

的環境。我們走到了一間比薩店，在裡面我們繼續討論直到傍晚蒞臨。

隔天下午我們在威爾斯會堂聆聽威爾斯第一部長Rhodri Morgan威爾士兒童事務專員及訪問員致

詞，訪問員在台上感謝Funky Dragon費心安排的行程，她感到十分值得 !

Funky Dragon

委員會報告員訪問的行程範例，詳見附錄6。

兒童、非政府組織和聯合國報告員高級會議議程範例，請參見附錄7。

20

本文件出版的同時，委員會正討論報告員訪問期間如何安排相關人士會面時點。現行作法相關資訊

請聯繫CRC非政府組織小組。

24 TOGETHER WITH CHILDREN – FOR CHILDREN

 報告員訪問策畫

每個國家的兒童需求皆不同，如何確保訪問行程能符合該國背景並達成該

國兒童所希冀的成果，關鍵便在於訪問行程時點的安排。

如果兒童希望在結論性意見上多著墨，那麼通常訪問便安排在會前工作組

和締約國審查之間進行。如果兒童主要放在後續追蹤及執行部分，則訪問

就安排在會後進行，以便有機會與政府、聯合國機構、監察員、非政府組

織和媒體舉行聯合兒童/報告員會議。

支持或實際參與報告員訪問行程的非政府組織及兒童們表示，此訪問不僅對

影響結論性意見，更使我國政府及兒童對兒童權利意識有了更進一步的認識

。

…[報告員]訪問我國一事十分重要，透過此具體行動我們有受重視

的感覺。她以身作則出席公共活動，使兒童組織能在辯護和促進兒童權利方

面取得進展。 （受訪兒童討論報告員訪問一事）21

21 非 政 府 組 織 “ 兒 童 權 利 公 約 ” 小 組 （ 2 0 0 9 年 ） ， 使 兒 童 盡 可 能 參 與 “ 兒 童 權 利 公 約 ” 的 報 告

製作。

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 25

 5. 兒童參與報告製作之結果

結論性意見

結論性意見指的是締約國審查後，委員會做出的結論，內容將納入國家，非

政府組織，聯合國機構，監察員，兒童等的報告和會議內容。結論性意見主要

闡明締約國在執行“兒童權利公約”方面取得的成就、委員會對現有或潛在侵

犯兒童權利之關切，以及委員會要求締約國糾正類似情形或進一步促進和保護

兒童的權利。委員會秘書處將結論性意見送交締約國，而所有提交定期報告之

非政府組織和兒童領導的組織，非政府組織小組將給予結論性意見之副本。

根據非政府組織小組，支持兒童參與報告製作之非政府組織和兒童本身對於

兒童的聲音和經驗反映在委員會的結論性意見中感觸很深。非政府組織在發

表結論性意見後，應盡快製作一份兒童版本的結論性意見，越早讓兒童取

得結論性意見可確保他們能夠充分參與整個報告過程。協助兒童瞭解參與

報告對建議有直接或間接影響是很重要的。

結論性意見可由人權事務高級專員辦事處網站下載 http://w

ww2.ohchr.org/english/bodies/crc/sessions.htm

許多非政府組織支持兒童在傳播結論性意見方面已發揮主導作用。傳播方法

包括:

製作兒童版之結論性意見

將結論性意見翻譯成本國語言，包括原住民語言或少數民族語言

針對參與報告過程的兒童以及支援作業之組織與人士發送結論性意見報告

提供部落格、網路廣播、線上影片及資料等途徑使兒童接觸結論性意見內

容

安排活動向兒童分享結論性意見內容，並堅定應採取的行動之立場。這塊

作業建議將締約國納入其中，有助締約國傳達結論性意見給兒童的義務

邀請兒童決定監測締約國執行結論性意見之進展情況的方式

利用媒體及兒童頻道提高兒童權利議題意識及相關立場

鼓勵組織成員寄發結論性意見相關資訊給參與合作之兒童。

實例分享

發布結論性意見，秘魯

繼2005年參加“兒童權利公約”報告進程，祕魯REDNNA的孩童 – 祕魯全國兒童網 –認為

必須讓全國人民瞭解結論性意見報告。工程耗時一年，透過兒童權利非政府組織之協助，參與

的兒童包括學校議會成員，有工作之兒童，無父母照料之兒童，原住兒童及統一組織等不同背

景成員，並將結論性意見以西班牙語及蓋丘亞語編制，並在祕魯全國舉辦了21次宣導活動。

兒童製作之結論性意見考量閱讀者年齡及其文化等，向大家說與兒童生活現實相關之報告內容。有

機會與地方機關代表討論分析報告內容、並提出問題解決方案，對兒童來說都是極大的鼓舞，讓兒

童能持續致力於結論性意見報告之實踐。為使全國資訊同步，在首都利馬更舉辦了國家宣導活動，

提高政府官員和民間社會對結論性意見的認識。

28 TOGETHER WITH CHILDREN – FOR CHILDREN

 兒童主導組織邀請委員會副主席訪問秘魯並參與發布結論性意見。各個地區及文化背景之兒童

並向國會成員提出了一項立法提案，要求秘魯政府充分執行所有兒童權利委員會提出之建議。

瑞典兒童救援：中南美洲

後續作業及持續監督

對兒童及非政府組織和締約國而言，結論性意見報告之出版不代表“兒童權利

公約”報告結束；利用兒童對報告製作及宣傳兒童權利之熱忱讓，其參與兒

童權利監督能幫助兒童達成對兒童權利委員會報告程序的期望。

只要努力，非政府組織可以讓兒童參與發表結論性意見的工作範圍僅受創造

力（和資金！）的限制。以下列表並非詳盡無遺，但旨在提供非政府組織著手

計畫支持兒童自我倡導和參與人權監督的想法：

就結論性意見具體提出之兒童權利議題進行宣導活動

透過媒體協助促進兒童權利

提高政府官員、醫師及其他與兒童一同工作之成年人之兒童權利意識

鼓勵兒童與同儕分享兒童權利及人權監督心得

依照經驗規劃下一定期報告

直接與締約國合作處理結論性意見

準備議會立場，詰詢和問題辯答。

辦理全國性活動討論兒童權利議題

在學校、青年俱樂部、兒童之家及其他機構舉辦兒童權利外聯會，提高兒

童權利意識。

依兒童發展之指標成立專門小組以長期監督兒童權利公約實踐情況。

提高訴訟中使用結論性意見之機會。提高司法對結論性意見的案文的認識

及司法地位

代代相傳 – 當 兒 童 長 大 後 ， 脫 離 兒 童 身 分 的 同 時 ， 也 意 味 著 無 法 以 年 輕 人

的身分繼續參與相關工作。在這部分要加強相關經驗及技術的傳承。

後續發展是改變貴國兒童權利狀況的關鍵。足夠的人力(成年、未成年)、財政

資源以能持續發展。

實例分享

英格蘭 結論性意見的執行情況

自2002年以來，年度英格蘭兒童權利國家報告中，民事登記和人口研究中心皆針對立法，政

策，統計和實際研究，人權和議會監測機構的結論作分析，偕同法院判決以及關於兒童意見和

經驗的研究，以確認政府對委員會每項建議的進展情況。2009年新通過之結論性意見，CRAE

與兒童合作完成兒童版的年度監測報告，不但幫助他們瞭解自身的人權，更促進了英格蘭的改

變。英國透過計劃支持兒童行動及與兒童自身相關之人權運動。經過兒童權利調查結果審查，

2007年時為委員會考慮其發布之結論性意見，於2008年底兒童開始三項宣傳活動：難民和尋

求庇護兒童的受教育權，傳媒對兒童的歧視問題，加強校園學童心理諮詢服務。英格蘭兒童權利

聯盟

28 TOGETHER WITH CHILDREN – FOR CHILDREN

 總結

兒童以行動參與報告製作，不但為人權監督方面增添了一新視角，更超越年

齡、背景或生活環境，在實踐兒童權利上跨進了一步。委員會承諾將這些兒

童與非政府組織合作的經驗確實利用，努力使兒童參與更多相關作業，並讓

這些成果產生最大效能。

願以此激勵您與兒童在國際夥伴關係上更進一步。

聯絡方式

the NGO Group for the CRC

NGO Group for the Convention on the

Rights of the Child

地 址 ： 1 rue Varembé

Geneva 1202

Switzerland

連絡電話: (+41) 22 740 47 30

電子郵件:

secretariat@childrightsnet.org

網站:

http://www.childrightsnet.org

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 29

 相關資訊

非政府組織小組兒童權利公約文件

(見出版部分: http://www.childrightsnet.org/)

2011年版之向兒童權利委員會報告，我的口袋指南，兒童權利公約非政府組

織小組。 (兒童參與兒童權利公約報告過程指南)

2011年版之向兒童權利委員會報告，非政府組織指南，兒童權利委員

會非政府組織小組。

2011年之OPSC及OPAC相關報告，“非政府組織指南”，“兒童權利

公約”非政府組織小組。

2009年之兒童權利公約非政府組織小組，盡力使兒童參與“兒童權利公

約”報告製作。

其他連結

兒童權利公約 http://www2.ohchr.org/english/law/crc.htm

總 結 第 十 二 條 : 2009 年 兒 童 權 利 委 員 會 ， 兒 童 之 發 言 權 。

http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions

/ CRC-C-GC-12.doc

向 兒 童 諮 詢 ？ 2003 年 國 際 救 助 兒 童 聯 盟 優 良 範 例

http://www.savethechildren.net/alliance/resources/

childconsult_toolkit_final.pdf

2008年“世界展望會”，兒童變革者：兒童參與定期報告“兒童權利公約

”之準則http://w ww.crin.org/

docs/Guidelines_for_Child_Participation_in_CRC_Reporting.pdf

2007年聯合國兒童基金會，兒童權利公約執行手冊”，“兒童權利公約”

清單http://www.unicef.org/crc/files/Implementation%20

Checklists.pdf

聯 合 國 兒 童 基 金 會 ， 兒 童 和 青 年 參 與 之 相 關 資 訊 : http://w

ww.unicef.org/ adolescence/cypguide/resourceguide.html

聯 合 國 兒 童 基 金 會 MAGIC 網 站 ( 以 兒 童 為 中 心 之 媒 體 活 動 ),

http://www.unicef.org/magic/index.html

國 際 培 幼 會 兒 童 參 與 報 告 出 版 網 頁 ： http://plan-international.

org/about-plan/resources/publications/participation

兒童救助聯盟，兒童參與出版物網頁: http://www.

savethechildren.net/alliance/resources/publications.html#partcip

ation

30 TOGETHER WITH CHILDREN – FOR CHILDREN

APPENDICES

 附錄1

研究倫理聲明範例

英國兒童權利聯盟

研究倫理聲明

1. 專業性

英國兒童權利聯盟工作人員皆須接受犯罪紀錄調查，並視情況於研究之

前向安全人員出示調查記錄。任一位人員、隨行研究員、或代表英國兒

童權利聯盟之組織團體，其研究及負責業務皆須完全致力於不論年齡對

象之所有人類之人權與平等。

2. 兒童及年輕人之參與

所有研究方法必須適應參與者的需求和能力，並在數據收集開始之前進行測

試。在某些情況下，可能不宜諮詢特定的兒童或青少年群體。 在同伴主

導的研究中，盡可能 安排兒童和青年人參與研究過程 之所有階段，參與

者也會接受適當之訓練及給予協助 。透過此模式能確保研究以兒童為重

心，並以同伴為主導 的研究精神為基礎。若因時間上不許可，或資源不

足，則應尋求其他參與方式。在英國兒童權利聯盟工作人員的訪談中，所

有同伴研究人員將陪同在側。另在研究作業之前必須進行徹底風險評估。

3. 自願知情同意書

研究者必須確認所有參與者了解研究題目、研究目的、研究資訊之用途，以及

研究結果發表時間、地點。所有書面及口語訊息，皆應考量對象之年齡、以正

式的語氣表達。 另 提 供 年 輕 參 與 者 “ 聯 合 國 兒 童 權 利 公 約 ” 相 關 之 宣 傳

單 ， 以 建 立 研 究 正 確 背 景 。 需 特 別 注 意 的 是 對 向 為 有 溝通困難或學習障

礙之參與者，以及英語非其母語者之需求.

每次進行數據蒐集之前，必須取得兒童及青年之口頭同意，並且提醒參與

者有權在訪談期間隨時離開訪問，任何引起不適之問題，皆沒有必要回答

。參與研究的人員應發給同意書，上載明研究目的，數據收集方式及年輕

人參與研究的程度，閱讀後簽署並保留一份。再者，進行研究時，應取得

參與者之口頭或書面許可，方能進行錄製談話、或使用數據收集過程得到之

圖片。

4. 家長同意

十五歲以下之參與者: 必須獲得兒童或青少年及其父母或看護者的知情同意。

十六及十七歲之參與者: 對於16歲和17歲的年輕人通常不需要父母同意。然

而，根據研究的性質、聯繫之方式、以及年輕人之理解程度，可能有需要通

知父母的情況。16歲或以上參與者在研究的性質特別敏感，需要與受訪者高

度接觸，或者如果年輕人不完全理解參與目的時，則可能會尋求父母同意。如

果兒童或青少年正接受照護，應向父母或其監護人取得同意。監護人身分可能是

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 35

 地方當局。 （如果沒有照顧令，兒童的生父母可能仍有父母責任。）

5. 個人隱私及資料保護措施

向參與者進行數據蒐集前，必須向其解釋個人隱私及匿名機制。數據蒐集過程中

若對象為未成年人時，皆會有兩位成年人在場，其中一位為英國兒童權利聯盟

工作人員，另一位為安排此研究之組織中之工作人員，該成年人與受訪

之未成年人為互相認識。後者之成年人事先已得知該組織有義務對兒童隱私揭

露部分做後續相關政策之處理及追蹤。反之，若有任何有關同行研究者參與的兒

童保護問題，英國兒童權利聯盟有責任按照英國兒童權利聯盟訂定之“兒童

暨青少年政策”規定採取後續行動。所有數據將根據資料保護法處理。

6. 匿名機制

研究人員必須在發表任何研究結果之前，從所有書面，錄音和藝術作品中

刪去所有可能被辨識之特徵。

7. 互惠原則

研究員要確認有參與研究之每一位參與者。答謝回應研究的參與者、將感謝

函及完成之報告透過聯繫組織轉交給參與者。隨行之研究人員的互惠可能包

括研究報告的聯合作者，培訓，或表達研究貢獻之證書或認可的資格。

8. 反省學習

情況允許下，應向受訪者做一匯報，以了解他們對面談經驗有何心得。匯

報會從頭到尾都將有同行研究人員在場。針對兒童和年輕人透過參與研究

經驗而學到的知識，以及從而發展之社交能力及個人技能部分，將進行相關

評估。

9. 反映機制

若參與者對研究感到不滿、與英國兒童權利聯盟相處過程有任何不適、或是

報告中與自己有關的部分所做之敘述有任何意見，皆可向英國兒童權利

聯盟相關專員反映。

所有投訴將比照工作與兒童和青年政策，依英國兒童權利聯盟的投訴程序處理

。

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 35

 附錄2

兒童權利調查範例

調查1: 此資訊由摩爾多瓦共和國兒童權利信息中心所分享

請填寫有關兒童權利的調查問卷。您的意見非常重要，因此我們鼓勵您誠實

地回答所有問題。你不需要在你的問卷上寫上你的名字。它是匿名的，所以

沒有人會知道你說的話。填寫調查表只需要幾分鐘。選擇最符合妳情況的答

案 (在框框中記號或畫個圈，或寫下答案)。

1. 我是 n 女生n 男生

2. 我...........歲

3. 我住的地方在 n 鄉下n 城市

4. 我就讀 n 中學 n 高中 n 大學 n 青年中心

5. 寫出五個你知道的兒童權利

.........................................................................................................

.................................................

.........................................................................................................

.................................................

.........................................................................................................

.................................................

.........................................................................................................

.................................................

.........................................................................................................

.................................................

6. 你是從何得知這些權利的? (最多三項答案)

n 父母

n 朋友

n 老師

n 報章雜誌/電台/電視節目

n 手冊/書

n 網路

n其他

...........................................................................................

7. 何項文件是有關兒童權利的?

.........................................................................................................

.................................................

.........................................................................................................

.................................................

36 TOGETHER WITH CHILDREN – FOR CHILDREN

 .........................................................................................................

.................................................

36 TOGETHER WITH CHILDREN – FOR CHILDREN

 8. 你認為兒童的權利在你的社區得到尊重的程度為何 (選一)?

1 2 3 4 5

(無尊重) (完全尊重)

9. 你認為兒童權利最常受到侵犯的地方 (至多三個答案)?

n 家中

n 網路世界

n 學校

n 同儕間

n 娛樂休息場合

n 公共場合 (如商店、戲院)

n 其他(請說明)

................................................................................

10. 你認為哪些兒童權利最常被侵犯?

.........................................................................................................

.................................................

.........................................................................................................

.................................................

.........................................................................................................

.................................................

11. 如果兒童的權利受到侵犯，兒童可以求助哪些組織/個人？

.........................................................................................................

.................................................

.........................................................................................................

.................................................

.........................................................................................................

.................................................

12. 你希望由誰告知你兒童的權利 (最多選擇三項)?

n 父母

n 朋友

n 老師

n 報章雜誌/電台/電視節目

n 手冊/書

n 網路

n其他

...........................................................................................

13. 你認為應該怎樣做才能尊重兒童的權利？

.........................................................................................................

.................................................

.........................................................................................................

.................................................

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 37

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A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 37

 調查二：根據英國兒童權利聯盟對兒童進行關於兒童權利之七項調查之一。

每項調查有不同的主題。這項為針對尊重議題所做的調查

1. 你在影響你生活的決定中有發言權嗎?

n 每次都有 n 大部分時間 n 很少 n 沒有過 n 不確定

2. 成年人是否聽你說的話？

n 每次都有 n 大部分時間 n 很少 n 沒有過

n 不確定

3. 兒童或年輕人的衣著是不是會被評論呢?

n有 n 沒有 n 不確定

2. 誰最有可能被成年人不公平對待 (複選)?

n 五歲以下

n 五到十歲

n 十到十四歲

n 十五歲到十七歲

n 十八歲以上

3. 你認為警察是否公平對待兒童?

n是 n 否 n 不確定

4. 你認為商店店員是否公平對待兒童?

n是 n 否 n 不確定

5. 有很多不同類型的兒童。例如，一些孩子可能跟你有不同的膚色，他們

可能住在家里或兒童之家，他們可能有殘疾，他們可能來自旅行社區，

他們可能是難民或年輕的父母。你認為誰特別不尊重他們？告訴我們你

認為有誰，為什麼。

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6. 願意聽對方的意見、尊重個體是很重要的。你認為兒童(18歲以下)及長輩

(65歲以上)互相尊重彼此嗎?

n 有的，他們互相尊重彼此。

n 沒有，彼此都沒有互相尊重。

n 不確定

若你回答有，請跳至第11題。

38 TOGETHER WITH CHILDREN – FOR CHILDREN

 7. 若第8題回答沒有或是不確定，那麼你認同下列何項敘述?

N 長輩不尊重年輕人

n 年輕人不尊重長輩

n 沒有互相尊重

n 不確定

8. 年輕人與長輩如何互相尊重? (複選)

N 擁有年輕人和老年人可以聚會的地方

N 相互學習的機會

n 媒體多報導兒童正面故事

n 增加再一起的時間

n 其他

.........................................................................................................

..............

9. 成年人是否曾對你有不公平對待?例如不讓你上公車、火車，不讓你進

戲院，或是因為年齡過小而無法看醫生或牙醫呢?

n 有 n 沒有 n 不確定

回答沒有的可以跳至第13題。

10. 告訴我們為何受到不平對待，以及你的感受為何。

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11. 你覺得透過媒體(報章雜誌、電視節目、電台廣播) 能夠平實反映英國兒

童的生活嗎?

n 可以 n 不可以 n 不能確定

12. 請解釋你的答案

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13. 媒體該如何改善其代表兒童和青年的方式?

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非政府組織之兒童權利公約報告指南 39

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非政府組織之兒童權利公約報告指南 39

與兒

背景資料

A. 年齡? ...................................

B. 你是 n 女生 n 男生?

C. 來自何處?

n 東方

n 東米蘭德

n 倫敦

n

.........................................................................................................

...........................................

D. 是否身體障礙，或需要協助?

n是 n 否

E. 你是…

n 白人

n 黑人

n 混血

n 亞洲人

n 中國人

F. 你和誰住在一起?

N 與父母同住

n 和家人同住

n 和朋友同住

n 獨自居住

n 在兒童之家

n 養父母

n 特殊居住學校

n 寄宿學校

n 保護管束中

n 其他

.........................................................................................................

................................

G. 你所接受之教育方式為以下何種形式 (複選)?

n 學校

n 學生推薦單位

n 在家教育

n 目前未接受任何教育

n 不適用 – 未達年齡

40 為了兒童編寫 - 與兒童並肩齊行

與兒

n 不適用 – 已超過年齡

n 不適用 –其他因素 (請詳述)

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40 為了兒童編寫 - 與兒童並肩齊行

 附錄3

風險評估表— 兒童權利研究計畫

為使兒童在特殊情況下能獲得照顧，下表列出可能發生之特殊情況及應變措施，請

依需求編改或新增。

風險 降低風險措施 緊急應變

兒童對會場缺乏安 孩童抵達會場時將有專人介紹會場環 工作人員隨時待命處理任何問題。

全感 境，並告知有哪些與會人士。 與會者若向工作人員表達不安，工

作人員應至一旁了解情況、並做妥

善處理。

兒童研究員未對 協助員將在訪談前先發相關文件， 若研究員對研究解說的部分缺乏信

會議內容事先做 並與研究員確認內容是否有疑問。 心，則協助員將協助其解說研究的

功課 研究員事前已接受相關課程訓練、 部分，並幫忙詢問問題，鼓勵研究

並清楚自己的任務與會議將使用的 員主導訪談。

資料。每一段訪談前協助員都會對

接下來的訪談內容稍作介紹，確認

研究員能在訪談中介紹自己所做的

研究、並主導會議討論。訪談過程

中協助員也將在旁協助研究員。

受訪者未取得同意 研究開始前兒童便會收到同意書， 訪談前將取得與會者口頭同意，訪談

便現身訪談 (16歲以下兒童除本人同意，另需取 中他們也可自由離席、對受訪的問題

得其監護人之同意) 若有疑慮，可不須回答此問題。另將

向與會者說明假名機制。

與會者不清楚研究 兒童參與研究前會先收到參加研究 我們鼓勵與會者踴躍發表意見；訪談

目的 的同意書及相關資訊，研究員在訪 中將視情況重申研究目的。與會者之

談一開始便會先介紹研究內容，解 意見皆為匿名，其參與訪談皆屬自願

釋研究目的及研究發展。 性質 – 訪談中任何與會者認 為不當

之問題皆可拒答，並在任何 時點中

止訪談。

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 41

 風險 降低風險措施 緊急應變

兒童對受訪中提出或 在面試前訪談問題清單將會複製一 若兒童在訪談中感到不安，我們會提

回答的問題感到不安 份發送給負責人，研究人員會提前 醒他們可以隨時離開，並由一名成人

聯繫主辦單位，確認是否有需要注 陪同照護，並依照組織規定的兒童保

意的部分。與會者可以在討論期間 護政策追蹤後續情況。

隨時離場，亦不須回答任何他們不

若主導訪談之年輕研究員感到不適，

想回答的問題。訪談中較敏感的議

則遵照上述辦理。若訪談可繼續，則

題會事先告知研究人員，並要求他

由一名替補研究員繼續主持訪談。

們對與會者所提供之回答表示支持

。每段訪談中將有兩位年輕研究員

主導訪談。

面談中提及的內容 研究員事前已受過訓練演練相關狀 焦點訪談中若有敏感資訊，研究員應

嚴重影響兒童保護 況之採取程序。以技巧性的方式引 及時發現並中止訪談，並視情形讓該

問題 導兒童避免回答關於私人方面的問 兒童隨保護人員離開現場。 針對揭露

題。 訪談前並清楚告知與會者及 之敏感資訊將透過組織規定之兒童保

研究員此研究之目的並非要揭露任 護政策進行相關處理，並保護當事人

何人之私人資訊。依情形將有適當 之隱私。

能力之成年人在旁支援孩童。針對

揭露之敏感資訊將透過組織規定之

兒童保護政策進行相關處理及後續

追蹤。

兒童指稱在會議期 所有員工都經過合理之兒童保護 若訪談中發生相關情形，應立即連繫

間遭到虐待或不當 檢查，並將依照組織兒童保護政 值班經理。受指控之成年人應停止與

對待 策作業。 該孩童之任何聯繫。處理方式應遵循

組織的兒童保護政策之程序，在每個

階段通知兒童並尊重其保密性。

42 TOGETHER WITH CHILDREN – FOR

CHILDREN

 兒童權利報告撰寫，寫給兒童的撰寫技巧

報告撰寫目的是讓委員會了解何項兒童權利議題對兒童有莫大影響。

1. 開始動筆前，首先要組織你的報告。方法很多，像非政府組織及政府的報告就

必須分成八大章別，分別就兒童權利公約之權利分述內容。你可以使用這個方式，或

是就你的研究發現來分列章節。

2. 報告中是否有照片、插圖、或是引用其他兒童的話等等。文不如圖，有圖

片的報告更能吸引人、更能表達你的觀點!

3. 決定報告架構及形式後，便可以開始動筆了。過程中提醒自己，報告閱讀者

是由十八位兒童權利專家組成之兒童權利委員會，別忘了他們是大人!

4. 委員會成員的母語可能與你的母語不同。盡量寫得清楚易懂。(尤其報告

須轉譯成其他語言時，更需注意此點)。俗語或太口語的表達對非本國人

來說會造成閱讀障礙。

5. 言簡意賅 – 字句愈短，反而愈能強調重點。

6. 謹慎引用字句

— 引用是否有力、能強調自己的論點?

— 引用來源為何? 是少數兒童的聲音還是大多數兒童的想法?

— 應該以你的研究發現為主來引用相關字句。

7. 報告中加入一些建議 讓委員會知道以兒童的角度來看，國內應該針對哪些

部分改進兒童權利。

8. 報告完成後，你可以以一個第三人的陌生角度來試讀自己的報告。報告是否

清楚表達撰寫原由呢?是否能從中知道哪些小朋友與你互相交流、分享經驗了

呢? 報告 是否表達 兒童權 利在 你的 國家 的實 踐情 形呢 ?

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 43

 英國兒童權利組織（CRAE）針對兒童代表週末指導課

程

代表團周末課程

星期六

13.00 用餐

13.45 歡迎會、遊戲規則及遊戲進行

14.00 代表團責任、目標及期許

14.45 兒童人權及兒童權利公約

15.30 休息

15.45 兒童權利公約報告製作過程

16.15 Get ready 計畫進度及已完成部分

16.30 兒童權利調查 – 了解與表達

16.45 休息

17.00 準備日內瓦行程 第二部分：研究重點發現

18.40 代表團之責任

19.00 用餐

星期日

09.00 遊戲時間

09.30 週六回顧 – 問與答

09.45 2002回顧 (英國前次審查)

10.45 日內瓦行程 – 行程目的

11.30 準備日內瓦行程 第二部分： 角色扮演、問題回答

13.00 用餐

13.45 準備日內瓦行程 第三部分：媒體見面訓練

15.00 代表團之責任

15.30 下一步– 報告員訪問及政府審查

15.45 2008年六月前之行程工作安排

16.00 結束

44 TOGETHER WITH CHILDREN – FOR CHILDREN

 附錄6 兒童權利委員會訪問員參訪行程範例

1. 2008年9月3-4日國家訪問員至威爾斯訪問行程

(會前與會談間之行程)

9月3日 星期三 9月4日 星期四

上午 Lucy Smith 教授抵達倫敦 09:30–11:00 與貧 困 專 千禧中心

家 會 面 (Anne Crowley,

12:15pm 自倫敦搭乘火

Cardi Sean O’Neil, 兒童專員

車前往 Cardiff

ff 火 Keith Towler)

車站 11:15–12:45 兒 童 司 千禧中心

法 會 面 (Keith Towler,

Catriona Williams,

Suzanne Chisholm)

下午 15:15 自 Cardiff 乘車 13:00 用餐

前往 Valleys

14:00 認識吉普賽與旅行 Cardiff

16:00 與Valley Kids兒童 Dinas, 景點：Shire Newtown

會面 Rhond 及Rover Way

da

16:30 乘 車 前 往 Valley 16:00–17:00 與監督團體 Cardiff

Merthyr Bay

、 報 告 製 作 者 會 面 (Ty

Merth Howell)

17:15 與Funky Dragon

yr

會面。地點Merthyr Tydfil 17:00–18:00 與威爾士

Tydfil Cardiff

議會兒童教育暨終身學習

(在會前時，部分威爾斯非政 Bay

和技能部長 Jane Hutt 會

府組織代表團為Funky

面

Dragon 成員。訪問員將另

與更多兒童討論相關議題。

18:30 認識社區，導覽

員為與會兒童。

晚上 19:30 與兒童用餐 Merth 18:00–19:00 第一部長 Cardiff

yr Rt Hon Rhodri Morgan Bay

Tydfil AM主持接待

Holland 19:30 非正式專員晚餐

House 旅 Holland

下禢 館 夜宿當地 House 旅

館

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 45

 2. 2006年7月3-6日 國家報告員訪問秘魯 (會後)

活動 目的

2006年7月3日

09:00– 外交部 加強外交部審查締約國報告之責任，並提供聯合

11:00 國委員會相關資訊。

11:00– 國際兒童行動計畫後續追 包含衛生，教育，勞動，婦女和社會發展部；以

13:00 蹤機構論壇 承諾將跟進結論性意見為目的。

13:00– 聯合國兒童基金會餐敘

15:00

15:30– 監察員辦公室 加強監察員與兒童主導組織之間的關係。

17:00

17:30– 與兒童組織之兒童會 Rosa Maria Ortiz與安排報告員訪問的兒童會面。

19:00 面

2006年7月4日

08:30– 秘魯政府官員培訓 加強對“兒童權利公約”、報告製作過程、締約

14:30 研討會 國、非政府組織及兒童之報告、以及結論性意見

內容等之認識。強調兒童參與國家機構如教育部

，司法部，國家檢察官和MIMDES兒童和青少年

部等作業的重要性。

2006年7月5日

08:30– 國會議員 與國會委員會代表見面，討論與兒童相關之議

10:00 題，確定秘魯國會之義務責任。

10:15– 全國公共會議公布結論 與會者為國會議員，政府官員及兒童；會議由

14:00 性意見 兩位來自REDNNA之孩童主持，主持人提到祕

魯在國內共舉辦21次說明會，向當地說明結論

性意見之內容。此階段包含提交最高法令草案

作為結論性意見報告。

16:00 記者會

2006年7月6日

09:00– 社民組織研討會 非政府之兒童權利組織針對結論性意見做深入討論

17:00 ； Rosa Maria Ortiz代表祕魯提出公約報告製作

過程及結論性意見。

46 TOGETHER WITH CHILDREN – FOR CHILDREN

 附錄 7

兒童、非政府組織及國家訪問員之高層會面行程

英國兒童權利聯盟

英國兒童權利委員會審查之 2008年英國審查

國家報告員訪問英國

早餐會議 :Lucy Smith教授

2008 9月7日周日，9–12.30 pm

地點:The Chesterfield Mayfair Hotel, 35 Charles Street, Mayfair, London, W1J 5EB 圖書館

與會者: 11 MILLION (英國兒童事務專員辦公室) 資深代表, 平等人權委員會, 兒童社會,

CRAE 秘書處, NSPCC, 英 國 救 助 兒 童 會 和 英 國 兒 童 基 金 會 全 國 委 員 會

8.45 am 簽到

9.1 am 會前招呼、會議目的

簡報及討論

• 兒童社會地位

Abdul Munie, Get ready for

Geneva Lauren Harrison, Get

ready for Geneva

• 少年法庭

法律助理主任 Chris Callender、

小組改造 Howard League、

Nacro 資深政策發展主任Tim Bateman

• 庇護及移民

Garden Court Chambers法律顧問 Nadine

Finch、

庇 護 負 責 人 Lisa Nandy

10.30 am 中場休息

10.40 am 簡報及討論

• 兒童公平機制

內部律師暨政策協調員Fiona Burrough、

兒童法律 James Kenrick、

諮詢服務開發經理, 青少年資源

• 兒童隱私權

兒童權利行動主任 Terri Dowty、

倫敦經濟學院社會政策社論員 Dr Eileen Munro

• 孩童貧困及不平等環境

兒童貧困行動組政策研究主任 Paul Dornan、

英國兒 童救 援之兒 童 貧困諮 詢 Jason Strelitz

12.10 pm 討論時間

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 47

12.30 pm 結束

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 47

 兒童權利公約之非政府組織小組

1, rue de Varembé

1202 Geneva,

Switzerland

Tel: +41 22 740 47 30

Fax: +41 22 740 46 83

E-mail:

secretariat@childrightsnet.org

Website: www.childrightsnet.org

來源 PDF: 34_20230325141732_1043436.pdf

Together with children

– for children

A guide for non-governmental organizations

accompanying children in CRC reporting

Together with children

– for children

A guide for non-governmental

organizations accompanying children

in CRC reporting

Together with children – for children: A guide for non-governmental organizations

accompanying children in CRC reporting

For copies of this publication and further information, please contact:

NGO Group for the Convention on the Rights of the Child

1, rue de Varembé

1202 Geneva

Switzerland

Tel: +41 22 740 47 30

Fax: +41 22 740 46 83

secretariat@childrightsnet.org

www.childrightsnet.org

Author: Sam Dimmock (Children’s Rights Alliance for England, CRAE)

Project supervisor: Lisa Myers (NGO Group for the Convention on the Rights of the Child)

Editor: Lisa Myers and Séverine Jacomy-Vité

Design and layout: minimum graphics

Cover illustration: Adrienne Barman

This publication should be used in conjunction with:

My Pocket Guide to CRC reporting – A companion guide for children and

adolescents willing to tell the United Nations Committee on the Rights of

the Child about how children’s rights are respected in their country, NGO

Group for the CRC, 2011.

© 2011 NGO Group for the Convention on the Rights of the Child

All rights reserved. Materials contained in this publication may be freely quoted or reprinted, provided credit is given

to the source. Requests for permission to reproduce or translate the publication should be addressed to the NGO

Group for the Convention on the Rights of the Child.

The NGO Group for the Convention on the Rights of the Child

The NGO Group for the Convention on the Rights of the Child is a global network of 77 national and

international NGOs committed to ensuring that all children fully enjoy their rights as defined by the UN

Convention on the Rights of the Child (CRC). The NGO Group works through its secretariat and thematic

working groups to fulfill its mission to facilitate the promotion, implementation and monitoring of the CRC.

Since it was established in 1983, the NGO Group has provided a coordinated platform for NGO action and

played a central role in key child rights developments at the international level. In addition, it promotes the

full implementation of the CRC through its work with national and international NGOs throughout the

world.

The NGO Group’s strategic priorities are to:

1. Enhance the effective engagement of NGOs and other relevant partners in the CRC reporting process and

other activities of the Committee on the Rights of the Child.

2. Mainstream child rights in relevant activities of other United Nations human rights mechanisms and

procedures.

3. Promote the realisation of child rights at national level through the effective implementation of the

recommendations and other outputs of the Committee and other relevant international human rights

mechanisms.

4. Pursue and support international advocacy on priority child rights issues through coordinated action with

members and partners.

Contents

Acknowledgements v

Preface vii

Introduction 1

1. Foundations 2

Following key principles 2

Being well aware of the CRC reporting process 2

Addressing barriers to children’s involvement 4

2. Preparation 6

Activities to engage children in the reporting process 6

Establishing partnerships 8

Supporting children’s personal development 9

Supporting children to gather evidence 10

3. Submission of a children’s report 12

Children’s reports 12

Practical matters relating to the report 14

4. Presenting children’s views to the Committee 15

Children’s delegations 15

Logistics and safety considerations for a children’s delegation visit 17

Briefings 19

The pre-sessional working group 19

The children’s meeting 20

The session 21

5. Sharing children’s perspectives through a rapporteur visit 23

Organizing a Rapporteur visit 23

Strategically planning a Rapporteur visit 25

6. Child reporting outcomes 26

Concluding observations 26

Follow-up work and ongoing monitoring 27

Conclusion 29

Useful documents 30

iii

 Appendices 31

Appendix 1: Example of a research ethics statement 33

Appendix 2: Examples of children’s rights surveys 36

Appendix 3: Template risk assessment – children’s rights research project 41

Appendix 4: Tips for children on writing a children’s rights report 43

Appendix 5: Programme from a weekend residential to prepare the children’s

delegation to the Committee on the Rights of the Child, Children’s

Rights Alliance for England 44

Appendix 6: Example itineraries for a visit by the Rapporteur from the

Committee on the Rights of the Child 45

Appendix 7: Agenda for a high-level meeting between children, NGOs and

the Country Rapporteur 47

iv TOGETHER WITH CHILDREN – FOR CHILDREN

 Acknowledgements

In order to learn from the experience of NGOs and children who previously took part

in facilitating child participation or participated in the reporting process, an advisory

group to the drafting of this publication and of the children’s guide was formed. The

advisory group was composed of members who had met with the Committee and had

made use of different methodologies to prepare children’s reports. The group brought

together the diverse experiences of children and adult members from Bangladesh, Hong

Kong, Kenya, Peru, the Republic of Moldova and Wales. The group advised on the content

of two questionnaires to capture both the experiences of children who had engaged in

different aspects of the process and the experiences of NGOs that had supported them

to do so. It also provided advice on the guidelines for children, NGOs and information

for the Committee members. The advisory group met in London and Geneva to work on

the project.

In addition to the author (Sam Dimmock) and project manager (Lisa Myers), members

of the Advisory Group were:

Child and young people representatives: Cheney Cheng (Kids’ Dream – Hong Kong),

Daniela Gancear (Child Rights Information Centre – Moldova), Laila Garcia (MNNATSOP

– Peru), Orlando Marcelo (MNNATSOP – Peru), Roseline Olang (Kenya Alliance for the

Advancement of Children – Kenya), Rakibul Hassan Raku (Child Brigade – Bangladesh)

and Ben Sawyer (Funky Dragon – Wales).

NGO representatives: Darren Bird (Funky Dragon), Shamsul Alam Bokul and

Mahmudur Rahman (Save the Children Sweden-Denmark Office for Bangladesh),

Enrique Jaramillo Garcia (MNNATSOP), Cezar Gavriiluc (Child Rights Information

Centre), Jane Mbugua (Kenya Alliance for the Advancement of Children), Angels Simon

and Gina Solari (Save the Children Sweden Office for Latin America and the Caribbean)

and Billy Wong (Hong Kong Committee on Children’s Rights).

In addition to those who worked directly on this publication, the NGO Group for the CRC

would also like to thank for their guidance and feed-back members of the Committee on

the Rights of the Child and its Secretariat, and various Plan International and UNICEF

colleagues.

The NGO Group for the Convention on the Rights of the Child would also like to thank

the following donors for making the publication of this guide possible:

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING v

 Preface

The Committee on the Rights of the Child places great importance

on the participation of children in the reporting process under

the Convention on the Rights of the Child. The present Guide

presents practical advice and encourages NGOs to engage children

throughout the process and illustrates this through a number of

case studies of experiences to date.

The periodic reporting under the Convention is a human rights

Ms. Yanghee Lee monitoring mechanism the relevance of which depends on the

availability of relevant information from a range of sources. While

the State party report is the key element in the process, the Convention through article 45

clearly sets out that “the Committee may invite the specialized agencies, the United Nations

Children’s Fund and other competent bodies as it may consider appropriate to provide

expert advice on the implementation of the Convention”. In the view of the Committee,

child-led organizations are clearly among the competent bodies from which it wishes to

receive expert advice in conjunction with its reviews of the implementation of the rights

enshrined in the Convention. The Committee encourages UNICEF and NGOs to assist

child-led organizations and include them in the reporting process and facilitate child-led

organizations to review, monitor and comment on implementation of recommendations

and to be involved in follow-up activities.

The Committee is very pleased that this Guide has been published so shortly after the

adoption of its General Comment no. 12 (2009) on “The Right of the Child to Heard”.

The General Comment explores article 12 of the Convention on the Rights of the Child,

which is one of the four general principles of the Convention and as such should be

considered in the interpretation and implementation of all other rights. The General

Comment provides States with practical guidance on the interpretation of this right in a

number of spheres and urges States to develop legislation, policy and practice necessary

to achieve full implementation of article 12. Notably, the General Comment encourages

States to actively consult children and create spaces for meaningful participation and

representation. The Committee also welcomed the significant contributions by UNICEF

and NGOs in promoting awareness-raising on children’s right to be heard and encouraged

them to further promote child participation in all matters affecting them, including at the

grass-roots, community, and national or international levels, and to facilitate exchanges

of best practices.

This Guide provides an excellent example of how national NGOs can actively involve

children throughout the reporting process. As also affirmed in the General Comment;

“The Committee welcomes written reports and additional oral information submitted by

child organizations and children’s representatives in the monitoring process of child rights

implementation by States parties, and encourages States parties and NGOs to support

children to present their views to the Committee.” The Committee emphasises that

reporting to the Committee should be seen as a process of which the dialogue with the

State party is a component, however the creation of national civil society alliances for

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING vii

 the analysis and exchange of information as well as follow-up activities are of crucial

importance. We hope this Guide will inspire NGOs to involve children in all stages of

the reporting process as their views are key in order to ensure that the implementation of

the Convention is monitored directly by those most concerned- the children themselves.

Ms. Yanghee Lee

Chairperson

UN Committee on the Rights of the Child

viii TOGETHER WITH CHILDREN – FOR CHILDREN

 Introduction

In recent years, children (those under the age of 18) have taken an increasingly active role

in the reporting process for the United Nations Convention on the Rights of the Child

(CRC). Supporting children to engage in human rights monitoring in a meaningful

and effective way presents many challenges. NGOs that have involved children in CRC

reporting at local, provincial, national and international levels have told us that practical

advice about what works, what to do and what to expect has been difficult to find.

Involvement in the CRC reporting process can begin with simply telling children about

their human rights. Children can be part of a social movement to raise awareness of

children’s rights violations in their local area or at national level. They can carry out a

research project to collect children’s views on the exercise of their rights. One aspect

of engaging children in the CRC reporting process is supporting them to discuss their

concerns with the Committee on the Rights of the Child (the Committee) in the context

of a State party examination. Involvement can also mean disseminating concluding

observations, monitoring a government’s implementation of the CRC, or campaigning on

children’s rights issues in a domestic context, including in favour of global developments

such as the new communications procedure for the CRC.1 It can mean one, some or all

of these things.

These guidelines aim to provide a practical guide for NGOs to facilitate children’s

engagement in all aspects of the CRC reporting process. They are based on the experiences

of NGOs and children, and explore issues NGOs will need to take into consideration when

supporting and promoting children’s involvement. They also include short case studies,

some practical materials, some checklists and tips that NGOs may want to adapt for their

own work to support children to engage in human rights monitoring and evaluation.

These guidelines have been drafted as a result of the collaboration of the Committee

on the Rights of the Child, the NGO Group for the Convention on the Rights of the

Child, and an international advisory group of NGOs and children. We hope that they

will support NGOs to address the barriers, structures and practices that continue to

limit children’s involvement, and continue to achieve children’s meaningful, genuine and

permanent involvement in the reporting process for the Convention on the Rights of the

Child.2

ngo group for the convention on the rights of the child

1

Check out the latest developments on the communications procedure on the NGO Group website: http://www.

childrightsnet.org/

2

For more information on different approaches used by NGOs to engage children in the CRC reporting process, refer to

Children as change agents: guidelines for children’s participation in periodic reporting on the Convention on the Rights

of the Child, produced by World Vision; and NGO Group for the CRC (2009), Maximising children’s engagement in

the reporting process for the Convention on the Rights of the Child, NGO Group for the CRC, 2009: http://www.crin.

org/ngogroup/infodetail.asp?ID=21348

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 1

 1. Foundations

Following key principles

Engaging children in the CRC reporting process gives children the opportunity to share

their own views, experiences and perspectives with the Committee on the Rights of the

Child and, furthermore, to engage in their own children’s rights advocacy. There are

many different, and equally effective, ways in which children can engage in and have

a real impact on the CRC reporting process. All of these are underpinned by several

fundamental principles:

 Achieving meaningful participation by supporting children to have ownership over

the process; ensuring children are involved in designing and delivering activities; and

ensuring children are involved in decision-making with regard to the extent of their

participation and the form that participation takes.

 Giving children of all ages and backgrounds, including the most vulnerable, the

opportunity to be involved – by building on existing activities and structures to

develop a range of initiatives and appropriate support means (financial and otherwise)

enabling children’s engagement in CRC reporting.

 Establishing a process at national and local level that is child-centric and built around

the needs and interests of children, including a comprehensive child protection policy

which underpins every aspect of children’s engagement.

 Promoting understanding of the entire CRC reporting process – at local, provincial,

national and international levels – both before and after the publication of the Com-

mittee’s concluding observations – to reflect the true nature of human rights moni-

toring, enhance children’s aspirations and to maximise opportunities for children to

advocate for change.

 Planning for sustainability to ensure that children’s involvement in the reporting

process has the biggest possible impact and supports long-term change for children at

national, local and personal levels. This is also about mainstreaming children’s partici-

pation and engagement – through mandatory mechanisms so that CRC monitoring is

not only reduced to a series of one-off actions.

Being well aware of the CRC reporting process

The Committee on the Rights of the Child meets three times each year, for four weeks at

a time, to examine how well States that are party to the Convention on the Rights of the

Child are implementing the treaty. Two years after initial ratification, and every five years

thereafter, a State party must submit a detailed report – called the “State party report” –

outlining the measures it has taken to implement the CRC and, how effective these mea-

sures have been. “Alternative reports” on the government’s progress are also welcomed

from NGOs working on child rights, United Nations agencies, ombudsmen and children.

Following the submission of reports, the Committee convenes a meeting, inviting NGOs,

2 TOGETHER WITH CHILDREN – FOR CHILDREN

 United Nations agencies, ombudsmen and children to attend a confidential pre-sessional

working group (pre-session) to discuss their concerns in more detail. A separate chil-

dren’s meeting may also be convened on request to the Committee Secretariat via the

NGO Group for the CRC (the NGO Group). After the pre-session, the Committee sends

the State party a “list of issues” on which it requires further information. This infor-

mation must be submitted by the government in writing (written responses) prior to

the State party examination. These meetings take place in the Office of the UN High

Commissioner for Human Rights (OHCHR) in Palais Wilson in Geneva.

Three or six months after the pre-session, the Committee convenes the State party

examination (NGOs and children may be present to observe). The State party is questioned

about its implementation of the CRC. At the end of each of the Committee’s three-week

sessions, the Committee issues concluding observations in relation to all the State

party examinations it has conducted. By ratifying the CRC, a State party undertakes to

implement the recommendations contained in the Committee’s concluding observations.

A similar process exists for the examination of State party reports under the Optional

Protocol of the Sale of Children, Child Prostitution and Child Pornography (OPSC)

and the Optional Protocol of the Involvement of Children in Armed Conflicts (OPAC).

While children are increasingly preparing their own reports on the CRC, they still rarely

prepare reports on the two Optional Protocols (OPs), and their views have until now

been incorporated in the main NGO reports. Children should be encouraged to express

their views, give opinions and formulate recommendations about how the OPs are being

implemented at national level, but due to the sensitive nature of the issues addressed

in the OPs, protection, methodological and ethical considerations should be especially

developed.

Reporting process of the Committee on the Rights of the Child

Submission of

State party report

5 years Between 6 months

or more and 2 years

Implementation of concluding observations, Submission of NGO reports

ongoing advocacy by NGOs and children’s reports

As soon as possible At least 3 months

Pre-sessional Working Group considers

Concluding observations issued

NGO and other reports (UNICEF, other UN,

by Committee at the end of the session

ombudsmen) and Children’s meeting to

discuss issues with children

1–2 weeks

1–2 weeks

Plenary session – all information discussed

between Committee and State delegation List of issues sent to government

1–4 months 1.5 months

Government sends its

written replies to the Committee

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 3

  TIP: Traditionally, the State party examination takes place three months after the pre-

session. But for States and written replies that have to be translated into the working

language of the Committee, the State party examination may now take place 6 months later instead.

Make sure you clarify with the NGO Group or the CRC Secretariat when your country’s examination is

planned because three months can make a huge difference for children – in terms of time perception,

planning and expectations of their continued involvement after the pre-session.

For more detailed information about each aspect of the CRC reporting process, see the

NGO Group’s Guide for NGOs reporting to the Committee on the Rights of the Child in

various editions and languages. Concerning more specifically the procedures for the

examination of the implementation of the Optional Protocols, see Reporting on the OPSC

and OPAC.3

NGOs have used many different models and methodologies for involving children in the

CRC reporting process, dependent on the context in which they are working, their own

working methods, and the particular needs of children. Ideally, children’s views should

be taken into account both in the State party report (NGOs can encourage the State to

involve children) and in the NGO reports to the Committee.

Addressing barriers to children’s involvement

Engaging children in the reporting process can give increased depth and resonance

to NGOs’ national advocacy and campaign on children’s rights. However, supporting

children’s engagement in CRC reporting – to whatever extent and in whichever way –

has very real time and resource implications and as such it is essential that an NGO

understands the barriers children may face when engaging in such work. Achieving

sustainable funding and engagement, particularly when managing children’s expectations

of their involvement, and ensuring children have ongoing support to undertake their

own activism – is key. Many NGOs report that they did not realise how much time and

know-how children’s engagement would take.

 TIP: Promoting and ensuring child participation can be a time consuming process,

so you should allocate specific staff with experience in child participation to run this process

in a time efficient and child sensitive manner.

NGOs have emphasised the value of both engaging children at the earliest possible stage

and developing activities in partnership with them in order to take into account the

different elements in children’s lives that can limit their involvement in advocacy. In

research carried out by the NGO Group, children were asked about the barriers they

faced when engaging in CRC reporting.4 A significant majority reported that they found

it hard to find the time to become, or stay, involved in children’s rights monitoring and

advocacy on account of responsibilities relating to school, family or employment. Others

said their age and ability to understand documents often made it difficult for them to

participate fully.

3

Both guides are available on www.childrightsnet.org

4

NGO Group for the CRC (2009), Maximising children’s engagement in the reporting process for the Convention on the

Rights of the Child.

4 TOGETHER WITH CHILDREN – FOR CHILDREN

 Barriers identified by children

Being able to go to Geneva Finding the time

The way people talked to children

My disability

Understanding the reporting process

I found it hard to follow the translation

My age

I did not speak the UN languages

The words adults use

Understanding documents

With this in mind it is crucial that NGOs factor in every aspect of the reporting process,

including activities and advocacy at national level in their planning. NGOs must be clear

about what they want to achieve such as:

 internationally: influencing the concluding observations,

 nationally: utilising the concluding observations and drawing attention to children’s

rights violations,

 personally: the development of individual children.

NGOs must also work to identify funding sources that can support the achievement of

these different aims both in the short and in the long-term.

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 5

 2. Preparation

Activities to engage children in the reporting process

Children from several countries have contributed their views to State party and NGO

alternative reports. They have submitted their own evidence to the Committee and

attended meetings at the Committee’s headquarters in Geneva. Children are also taking

action at national level on the Committee’s concluding observations. These undertakings

have often been accompanied by a wide range of activities, with children at local and

provincial levels, led by children and supported by NGOs.

NGOs already working in the children’s rights field will usually have a range of established

activities that are run by, with or for children, aimed at promoting or furthering children’s

rights. These can often be used as the foundation for activities to involve children in the

CRC reporting process. As one NGO colleague put it: “the process is organic and should

draw on broader efforts to ensure CRC realization”. Examples of activities that NGOs

have undertaken or built upon to support and enhance children’s involvement in the

reporting process include:

 Supporting children to learn about their human rights through training and outreach

activity, including by producing with them on- and off-line materials about children’s

rights, advocacy and campaigning

 Facilitating meetings and consultations for children at local and national levels

 Supporting children to gather evidence on children’s rights or compare the State party

and NGO reports and highlight issues that have not been addressed and produce a

children’s report for various audiences, from local authorities to the CRC Committee

itself

 Accompanying children in direct reporting and monitoring, from the pre-session and/

or a children’s meeting with the Committee to observing the State party examination

in Geneva

 Facilitating a visit by a Country Rapporteur (the lead Committee member for each

State party examination) focused on interactions with children

 Channelling children’s contributions to the Committee’s Days of General Discussion5

or the drafting of CRC General Comments6

 Taking action on the Committee’s recommendations – through dissemination, meet-

ings with government officials, and child-led campaigns

 Engaging with the media to promote and debate children’s rights.

It is however essential to consider carefully the country context before planning activities,

so as to anticipate difficulties and risks that they may entail. Appendix 3 contains a

5

To find out more about the Committee’s Days of General Discussion, visit: http://www2.ohchr.org/english/bodies/

crc/discussion2011.htm

6

To read already adopted General Comments, visit: http://www2.ohchr.org/english/bodies/crc/comments.htm and to

find out about up-coming ones, contact the NGO Group for the CRC.

6 TOGETHER WITH CHILDREN – FOR CHILDREN

 template risk assessment for some aspects of a children’s rights research project. You

may use it as a model to list, discuss and assess risks and obstacles for each activity and

related steps that you envisage or that children are proposing.

To address grave violations, you may consider using existing material (complaints,

ombudsmen or human rights NGO reports, child helplines data, etc.). Rather than

engaging children in collecting or giving new individual testimonies, children other than

the victims may be invited to reflect upon such material. However, peer consultations or

child-led surveys sometimes allow finding out about facts and/or perceptions that adult-

led research would not reflect. So, helping children to address sensitive issues should not

be avoided, but should be very carefully planned and accompanied.

In addition, you should reflect on how to adapt the planned activities to enable very

young children, children with special needs, or children living in special conditions

(street, institution, detention, on the move, etc) to also potentially benefit from them.

Sometimes, proposing broader CRC awareness-raising or creative activities is better, easier

or more acceptable (eg. by prison administration) than direct work on CRC reporting,

but can ultimately nurture a children’s report, while guaranteeing the necessary level of

protection, anonymity, or age-appropriateness.

 TIP: As a general principle, NGOs may wish to consider supporting children financially

to participate in preparatory meetings and other activities at national level, whether this is

through paying for travel and accommodation, paying for parents or carers to accompany children to

meetings, or through subsidising lost wages for working children.

CASE STUDY

The Get ready for Geneva project, England

Choosing a delegation to meet with the Committee

Children managing the Get ready for Geneva project ran a competition called Get yourself to Geneva.

To enter, children had to be under 18 and living in England. They were asked what Article 12 (the

right to have a say) meant to them – by writing a newspaper story, essay, letter or diary entry; sending

in a podcast or short film; composing a song; drawing a comic strip; or sending in a photograph or

drawing – with a caption – that showed Article 12 in practice. They also had to finish a sentence

starting ‘I want to visit the UN Committee so that I can…’. The entries were judged by children and by

the Get ready project team. 12 children aged 9 to 17 were chosen. Extra money was given by other

charities to support another 2 children to go to the Government examination in Geneva 3 months later

and report back to children in England.

Meeting with the Committee

12 children from England met with the Committee in 2008. 10 of these children met with the

Committee in a children-only meeting (see below), but 2 took part in the pre-session as part of the

NGO delegation. To prepare, these children took part in a weekend residential in England with 10 adult

members of the delegation. They learned more about the child rights issues that affect children in

England (based on the findings of research carried out with over 1,700 children) and received training

in public speaking. At the pre-session Nathan (age 12) and Imogen (age 17) gave presentations and

answered the Committee’s questions. One adult helped to explain difficult terms and what different

laws and policies meant when they were referred to by the Committee or by NGOs.

Sending out the concluding observations

The Committee’s concluding observations for the UK Government were published on 3 October

2008. On the same day, the Children’s Rights Alliance for England wrote a version of the concluding

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 7

 observations for children, so that all the children involved in the CRC reporting process could see

the impact of their views. They were able to see that the 14 recommendations they had made to

the Committee had been included in its final concluding observations. The children’s version of the

concluding observations was sent out by e-mail and post to children, NGOs, local councils, schools,

the government, and the Children’s Commissioner, and was also posted online on the Get ready for

Geneva website. Children have continued to work to monitor the government’s progress towards

putting the concluding observations into practice, especially in relation to the recommendations

children made about their rights. It has published these reports on the Get ready website.

Children’s Rights Alliance for England (CRAE)

Establishing partnerships

Involving other organizations and individuals in work related to engaging children in the

CRC reporting process can contribute significantly to the impact of the work, both in the

short and the long-term. Key stakeholders to engage with include other children, schools,

youth groups, child-led organizations, NGOs, faith organizations, local and national

broadcast and print media, local authorities, parents and carers, children’s ombudsmen,

parliamentarians, political parties and of course the State party. These links will also

build a strong foundation that can be used to lobby for State action on the Committee’s

concluding observations.

In particular, you should consult with your national child rights coalition, if relevant,

or develop the child reporting component of your work under its umbrella and possibly

together with other member organizations that may have complementary skills and

resources to contribute to your initiative.

You should also consider consulting with your national UNICEF country office or

national committee early in the process to check whether it has an interest in child

reporting, has its own plans to support such a process, or would be willing to either

participate in or support your initiative technically or financially. Similarly, you should

check the interest and potential support of international NGOs present in the country.

Several ones have a strong interest in child participation. Human rights or children’s

ombudsmen are the other obvious potential partners worth contacting as a priority.

Achieving a “legacy” of children’s engagement in CRC monitoring is challenging and part

of a much broader process of mainstreaming and integrating children’s participation at

different levels. However, building strong relationships with key national stakeholders has

proven immensely valuable to many NGOs in securing funding for follow-up activities to

the formal CRC reporting process. For others, establishing links at local and provincial

levels has been a very effective vehicle for achieving tangible change in children’s lives,

and engaging children in human rights monitoring, on an ongoing basis.

 TIP: Depending on how independence from the State can be guaranteed and perceived,

you may ask government counterparts to also provide support for child reporting – based on

CRC General Comment 5.7

7

General Comment No. 5 (2003): General Measures of Implementation of the Convention on the Rights of the Child,

see: http://daccess-ods.un.org/access.nsf/Get?Open&DS=CRC/GC/2003/5&Lang=E

8 TOGETHER WITH CHILDREN – FOR CHILDREN

 Supporting children’s personal

development Cartoons for Children’s Rights is a UNICEF

broadcast initiative that has developed

To ensure that children have the skills they

more than 80 half-minute public service

need to meaningfully engage in the CRC

announcements based on the articles of the

reporting process – and most importantly, CRC: http://www.unicef.org/videoaudio/video_

to get the most out of their involvement – top_cartoons.html

NGOs will need to provide information and Freedom from Discrimination

training on children’s rights monitoring, (Article 20)

again building on what had been achieved Philippines (Imagine Asia).

already rather than starting from scratch.

Family (Article 5):

It can be useful for NGOs to focus on Argentina (Independent).

children’s personal development by

supporting them to develop skills in areas

Identity (Article 8)

such as public speaking, research, analysis, Iran (Independent).

report writing and evaluation.

Many NGOs have found it useful to develop Education (Article 28)

or adapt specific tools to enable children’s India (Toonz Animation).

involvement in monitoring, reporting and

advocacy, such as: Protection in War (Article 38)

India (USL-RM)

 Child-friendly information on the CRC8

and the reporting process

Protection from Neglect

 Versions of relevant documents, such as (Article 19)

the concluding observations, adapted or Czech Republic (Kratky Film)

explained to children. Freedom from Discrimination

(Article 2)

 Information written for children about

Barbados (Independent).

the law affecting children’s rights in their

country Freedom from Child Labour

(Article 32)

 Regular meetings to give children the Italy (RAI Television).

opportunity to identify and discuss

A Protective Environment

children’s rights issues (Articles 3, 9)

 Research tools for use by children Scotland (Red Kite Productions Ltd).

 Training and materials to help children Self Expression (Article 13)

develop campaigning skills Chile (CINEANIMADORES).

 Use of theatre and video production to

explore children’s rights issues

 Building the capacity of partner/ member NGOs to support children’s self advocacy.

NGOs will need to consider how to make available additional support – through dedicated

materials, staff and the involvement of parents and carers – to enable younger children

and children with particular needs to participate fully in the whole range of activities

related to the CRC reporting process.

8

See: MAGIC website, including CRC child-friendly version in numerous languages http://www.unicef.org/magic/

briefing/uncorc.html

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 9

 Supporting children to gather evidence

Children are increasingly gathering the experiences of their peers to present to the

Committee as a way of sharing children’s views on the state of children’s rights in their

country. Indeed, evidence collected by children themselves have a special meaning and

importance for the Committee. Some of the research projects children have undertaken

have incorporated the views of thousands of children. Others have been smaller, focusing

on the views of particular groups of children or the experiences of children living in

particular settings. Some NGOs have trained children in social research and investigative

skills, and supported them to carry out the research themselves.9

As a general rule, children should be involved in designing the research projects,

developing the questions, carrying out the research, and undertaking the analysis. Adults

can also play their part where children’s involvement may be difficult, inappropriate,

impractical or simply too time-consuming. In some situations, child-led research can

lead to backlash from parents and carers who see it as a threat, so accompanying adults

should help children handle such reactions. In other situations, child researchers felt they

gained increased respect from peers and adults from the process. This was especially the

case when child researchers were younger or perceived as more vulnerable (eg. living

in care) than the children they interviewed. When asked about their experiences of the

CRC reporting process, children said they considered these data-gathering exercises

instrumental in enabling them to get their voices heard and taken seriously.10

Children have used a range of methods to gather the views and experiences of their peers:

 Undertaking surveys and questionnaires with children at events, through schools

and youth settings, and online, in order to collect a wide cross-section of views and

experiences.

 Undertaking targeted research through focus group interviews, with marginalised

groups of children (in some cases, children previously identified by the NGO or the

Committee on the Rights of the Child as likely to face violations of their rights), to talk

in detail about their rights and what needs to change.

 One-to-one interviews with vulnerable children, for example children in custody,

children in mental health settings, or children who have experienced abuse.

 Discussion days and consultation events, bringing together large groups of children

from different ages and backgrounds.

 Launching a national call for evidence to obtain case studies from children about how

far they feel their rights are respected.

 Undertaking a literature review to determine where children’s views are already

being represented, and where children have not had the opportunity to share their

experiences.

 Making or collecting videos, photos, drawings through competitions, workshops,

partnerships with artists.

All of these different methods should be grounded in ethical research methods – for

example, reviewing research questions with supportive professionals to ensure they

9

See: So You Want to Involve Children in Research, A toolkit supporting children’s meaningful and ethical participation

in research relating to violence against children, International Save the Children Alliance, 2004. http://www.

savethechildren.net/alliance/resources/So_you_want_to_research_apr2004.pdf

10

Maximising children’s engagement in the reporting process for the Convention on the Rights of the Child, NGO Group

for the CRC, 2009.

10 TOGETHER WITH CHILDREN – FOR CHILDREN

 are appropriate and relevant, and will not have a disproportionate emotional impact

on young participants; ensuring all children (and parents or carers where appropriate)

have consented to being involved in the research and have been provided with all the

necessary information; ensuring children know what will be done with their views;

ensuring individual children cannot be identified through the research; providing

assistance to ensure that children can express their views freely (through using private

meeting spaces, interpreters, signers, and other methods as required by children); and

ensuring that all children have the opportunity to contribute their views and experiences

should they wish to do so.

 TIP: Ensure that adequate funding is available for data gathering exercises – for example,

for training to be provided for peer researchers, for travel to allow children to take part, for

the translation of materials into the different national languages, for the hiring of venues if required,

and for any specific materials that may need to be developed to engage children with special needs.

See Appendix 1 for an example of an ethics statement governing research with children.

See Appendix 2 for examples of surveys used by NGOs to gather children’s views on their

rights.

See Appendix 3 for a template risk assessment for a children’s rights research project

CASE STUDY

Gathering evidence on children’s rights, Scotland

Article 12 in Scotland is a youth-led network of organizations that work to promote children’s

participation and information rights as set out in international human rights law. In 2008, Article

12 in Scotland published I Witness: The UNCRC in Scotland, the aim of which was to highlight –

and present solutions to – the emerging issues relating to the implementation of the CRC from a

child’s point of view. To develop the report, Article 12 in Scotland consulted widely, over a two-year

period, with partner organizations and others representing a range of geographical areas and social

groups, to find out how children viewed their rights and well-being. Key themes were identified that

represented the most common issues, concerns and solutions. These included discrimination against

children from gypsy and traveller communities, discrimination against new immigrants to Scotland,

limited opportunities for children to participate in decision-making, the treatment of refugee and

asylum-seeking children, children’s relationships with their families, access to focused health services

for lesbian, gay, bisexual and transgender young people, support for those with eating disorders;

awareness of the CRC; and negative attitudes towards children in care. The data gained from the

consultations illustrated the views and opinions of over 8,000 children and young people in Scotland

from the age of four.

Article 12 in Scotland

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 11

 3. Submission of a children’s report

Children’s views were included in the NGO report but [children] did not think this was

enough.11

When the NGO Group asked children why they had become involved in the CRC

reporting process, children said they wanted the opportunity to tell the Committee about

children’s rights in their countries, in their own way and their own words. In several

countries, children have used the evidence they gathered from their peers to write their

own reports for the Committee, reports which are considered alongside those from the

State party, UNICEF, NGOs and others.

Children’s reports

There are no hard and fast rules about what information children should include in

their submissions to the Committee or what those submissions should look like. Written

reports should not be longer than 30 pages12 (reflecting the restrictions imposed on

NGOs), but children should be encouraged to be as creative as possible in the way in

which they decide to present their evidence to the Committee.

NGO reports usually contain a section-by-section analysis of the State party report

based on the following eight clusters of articles to enable the Committee to compare the

government report with the NGO information:

1. general measures of implementation (Articles 4, 42, 44.6)

2. definition of the child (Article 1)

3. general principles (Articles 2, 3, 6, 12)

4. civil rights and freedoms (Articles 7, 8, 13-17, 28.2, 37(a) and 39)

5. family environment and alternative care (Articles 5, 9–11, 18.1–2, 19–21, 25, 27.4 and

39)

6. disability, basic health and welfare (Articles 6, 18.3, 23, 24, 26, 27.1–3, and 33)

7. education, leisure and cultural activities (Articles 28–31)

8. special protection measures (Articles 22, 30, 32–36, 37(b)–(d), 38, 39 and 40)

Children can be given information about these clusters, as a basis for discussion on

whether they have information under each one, which ones they consider as a priority,

whether they would prefer to select just a few or do a thematic report, rather than a

comprehensive one. Children can also decide to cover all clusters but only as they pertain

to a specific category of children (e.g. disabled, indigenous, minority, asylum-seekers,

working children, etc.). It is essential to ensure children do shape their own agenda – quite

11

Maximising children’s engagement in the reporting process for the Convention on the Rights of the Child. NGO Group

for the CRC, 2009.

12

Children can of course prepare a longer report for national level and send a summary of 30 pages with their main

findings to the Committee.

12 TOGETHER WITH CHILDREN – FOR CHILDREN

 often, particularly when supported by an NGO,

children’s reports mirror the NGO agendas and

priorities and are not necessarily tackling the

issues that they think affect them most. So, the

starting point for consultation should be their

own rights and how they perceive them being

fulfilled, or not.

In Cambodia children’s report “My life...

My suggestions...”, CYMCR, October 2010,

children’s groups in Cambodia decided to select

several of the above clusters, but also added child

participation as a chapter in itself, and focused

on their priorities under each cluster.13

The 2010 Belgian children’s report: This was a

comprehensive report, but children’s voices were

brought into the Committee room by a 12 minute

video during the pre-session which focused on 4

particularly vulnerable groups of children.14

To view other reports submitted by

children to the Committee, search: http://www.crin.org/docs/resources/

treaties/crc.25/annex-vi-crin.shtml

For practical advice to support children in writing their reports, see Appendix

4 for Tips for children on writing a children’s rights report and My Pocket

Guide to CRC reporting.

CASE STUDY

Writing a report for the Committee, Netherlands

The Dutch National Youth Council is a member of the Dutch Coalition on Children’s Rights. The

Youth Council was involved in the process of preparing the NGO report to the Committee and it

was also responsible for the separate children/youth report. In consultation with a broad range of

organizations working on children’s rights the issues that were to be included in the NGO report were

determined, and guidelines for reporting to the Committee shared. Following this, the Youth Council

prepared a proposal for writing the youth report, including information about the groups of children

that would be involved and the different issues that the report might cover. Once the proposal was

evaluated and agreed by the Dutch Coalition on Children’s Rights work by the Youth Council began:

appointing young writers, contacting different youth groups, setting up and undertaking interviews,

and formulating conclusions. There were always two contact people at the Youth Council – one

representing the Youth Council at the Dutch Coalition on Children’s Rights and another responsible

for the youth report. The Dutch Coalition on Children’s Rights supported children to write the report

by providing information on the CRC or on the Dutch legal system, but did not interfere in the writing

process or with the content of the report. The children from the Youth Council benefited from the

support, experience and knowledge of adults from the Coalition. Their involvement was based on

their independence from and equality with, the Coalition. One partner represented the children and

the other, the adult society.

Defence for Children – ECPAT Nederland

13

See the full report: http://www.crin.org/docs/Cambodia%20%5BChildren’s%20Report%5D_My%20Life...My%20

Suggestions_CCYMCR.pdf

14

See: http://www.unicef.be/fr/project-belgium/what-do-you-think and http://www.unicef.be/_webdata/WDYT_UK_

def.pdf

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 13

 CASE STUDY

Writing a report for the Committee, England

The Get ready for Geneva project supported children between the ages of six and eighteen to gather

evidence in a nationwide, children’s rights investigation with over 1,700 of their peers in 2007. There

were 1,362 completed online surveys and 3,000 pages of transcripts from focus group interviews.

Children leading the Get ready project received training and analysed the findings from the surveys.

They used quotes from the focus group interviews to back up the findings in their report. Fourteen

children volunteered to sit on a drafting committee. They were each responsible for writing different

sections of the report – which contained chapters on respect and freedom, friends and family, health

and safety, education, play and leisure, and crime – based on the analysis already done by their peers.

They chose to illustrate the report with photographs taken throughout the course of the project and

with drawings done by younger children to demonstrate their human rights concerns. The drafting

committee met briefly before the submission of the report to the Committee to agree on the design of

the report and to formulate their own recommendations – 14 things that they wanted the Committee

to include in its concluding observations for the UK Government. A fuller version of the research

findings was published in a later report written by CRAE staff and overseen by children – What do they

know? The human rights concerns of children and young people in England.

Children’s Rights Alliance for England

Practical matters relating to the report

Reports from children are expected to be submitted in accordance with the deadlines

relating to NGO alternative reports – usually 3 months before the pre-session takes

place. NGOs should contact the NGO Group directly to clarify deadline dates for the

submission of reports.

 Reports from children should be sent to the NGO Group by e-mail.

 25 hard copies should also be sent to the NGO Group for distribution to the

Committee on the Rights of the Child. If this is not possible, the NGO Group can

make photocopies of the reports for you.

The NGO Group can also provide advice and information about the development of

children’s reports.

NGOs should also encourage and support children to disseminate their reports in their

own country. Examples of activities include launch events; distributing press releases

to the media; and meeting with government officials, parliamentarians and other key

stakeholders including the children’s ombudsperson, NGOs, child-led organizations,

and local authorities. Children should be encouraged to ensure that all the children that

participated in the report, by contributing views, writing the report, or in some other

capacity, receive a copy of the final submission in a form that is accessible to them.

14 TOGETHER WITH CHILDREN – FOR CHILDREN

 4. Presenting children’s views

to the Committee

It can be fully legitimate and sometimes preferable for relevant adults to present children’s

reports or views to the Committee. It can also be sufficient to send children’s reports and key

recommendations without having to present them in person in Geneva (some international

NGOs systematically submit written information to the Committee’s attention, but do not

take part in pre-sessions). However, as there is growing interest and practice in children’s

direct representation in the CRC reporting process, this section focuses on how to select,

prepare and support children willing to come before the Committee.

Children’s delegations

Meeting with the Committee in Geneva is an opportunity for children to claim their place

at the heart of the CRC reporting process. Most children who meet with the Committee

participate in a children’s meeting in Geneva during the Committee’s pre-session week

and/or attend the pre-sessional working group (as observers or as participants). Children

may also come to attend the State party examination as observers.

There is no standard approach to the size and composition of child delegations to Geneva

for the children’s meeting, and no expectations from the Committee. However, it is

important to work with children to consider what form of delegation is likely to have

the biggest impact on the Committee, having in mind the limited time available for

the meeting and child protection standards that should apply. You should for instance

take into account issues such as age, gender balance, ethnicity and background (for

example, including indigenous, minority, disabled or vulnerable groups) to ensure as

representative a delegation as possible, while keeping the delegation quite small to enable

effective preparation, protection and participation.

Four of the children [that attended the pre-session] were from the war affected regions

of [the country]…and another that attended…was a former child prostitute who was

then undergoing rehabilitation while another had survived being trafficked. These

children were able to share their issues [and] views with the Committee members.15

Due to time constraints, the pre-session and children’s meetings are never extended

beyond three hours and one hour respectively. It is therefore important to take this into

account when deciding how many children should come to Geneva. Large delegations

of children have sometimes felt frustrated by the time constraints. Managing children’s

expectations of meetings with the Committee is fundamentally important. Meetings in

Geneva should be emphasised as part of a wider process with the ultimate aim of improving

the implementation of children’s rights in each country.16 Preparatory children’s meeting

should also be ensured whenever possible, based on past global experiences.17

15

Maximising children’s engagement in the reporting process for the Convention on the Rights of the Child, NGO Group

for the CRC, 2009.

16

Children can meet children in other ways, such as during a rapporteur visit (see the relevant section in these

guidelines).

17

See: So You Want to Consult with Children?, and 12 Lessons Learned from Children’s Participation in the UN

General Assembly Special session on Children, International Save the Children Alliance, 2003/2004. http://www.

savethechildren.net/alliance/resources/publications.html#partcipation

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 15

 NGOs should be aware that it is useful to make the Committee Secretariat aware in

advance – via the NGO Group – of the size and needs of the delegation, particularly

if the delegation includes children with particular needs including special equipment,

interpreters or access requirements. This will ensure all children are able to participate

fully in their meeting with the Committee.

There are many different approaches that NGOs and children can take in selecting

delegations to travel to Geneva. Some of these have included:

 Child-led organizations voting for the children that will represent them in Geneva

 Running a competition asking children to “apply” for a place on the delegation, with

winning entries chosen by children or NGOs

 Children approached on the basis of other children’s and NGOs’ knowledge of their

direct experience of issues to be raised or their child rights advocacy experience.

It has usually been the case that the overriding criterion for participating in a children’s

delegation is their active role in preparing the children’s report and/or active engagement

in promoting or implementing children’s rights. This is intended by many NGOs to

signpost the legitimacy of children’s participation in the reporting process based on their

status as children and as individual and collective rights-holders. Children who meet

with the Committee should talk about the broader issues in their report/country and not

focus on providing testimonies about their personal circumstances.

Members of a children’s delegation should be under the age of 18 (there may be some

exception if a child just turned 18 between taking part in the reporting process and the

pre-session). They should also be able to present the report and uses which they think are

a priority in their country and to answer questions from the Committee.

 TIP: The Committee does not provide individual assistance to children. It is therefore

essential that children understand that the Committee will not be able to intervene and

directly improve their lives as a result of the meeting. A trained adult should prepare children mentally

and emotionally as to what to expect, and avoid involving children who are too vulnerable due to their

personal situation.

Once a children’s delegation has been selected, it is important to support their visit to

Geneva. Such support should include:

 Enabling children to get to know other members of the delegation prior to travelling

to Geneva.

 Providing a briefing (and an itinerary for children to take away) about what will

happen in Geneva, what to expect, and what their roles will be.

 Establishing whether children will be participating in the pre-sessional working

group, a children’s meeting, or both – and familiarising them with the likely set-up of

each meeting.

 Ensuring children feel comfortable with the adults that will be accompanying them to

Geneva, and that these adults are well briefed or trained.

16 TOGETHER WITH CHILDREN – FOR CHILDREN

 CASE STUDY

Selecting a delegation to meet with the Committee, Hong Kong

It was important to ensure that children had the opportunity to speak directly with the Committee

to provide first-hand information and observations from their unique perspective. To enable children

to contribute meaningfully, it was important that they took part in the CRC reporting process from

the very beginning. The Hong Kong Committee on Children’s Rights obtained sufficient funding to

support two child delegates to travel to Geneva to meet with the Committee during the pre-session.

To ensure that the process was genuinely participatory, the children that prepared the children’s report

for the Committee were supported to select their own representatives. They met to discuss and

decide the rules for election and the criteria for selecting their own delegates. Concerns on gender,

age, equal opportunities, commitment and the language barrier were all discussed by children. A

ballot paper was designed that took these concerns into account, and the NGO distributed these to

all eligible young voters. A 15 year-old boy and a 19 year-old girl were chosen to represent children

from Hong Kong in Geneva. The delegates actively participated in all events relating to the reporting

process both in Hong Kong and Geneva, including press conferences, the pre-session working group,

and a children’s meeting following the pre-session. Giving children the opportunity to select their own

representatives gave them a mandate from their peers to share children’s views and experiences with

the Committee. One of the child delegates, now an adult, continues to support children to engage in

the CRC reporting process.

Hong Kong Committee on Children’s Rights

 Providing training for children – for example, in public speaking or media interview-

ing,18 to ensure they are prepared not only for meeting the Committee but also for any

related activities at national level to promote the findings from their report.

 Managing children’s expectations about what is likely to be achieved during the

meeting itself.

 Ensuring parents and carers are well informed about the activities children will be

involved in while in Geneva, and are familiar with the adults accompanying children

to Geneva.

 Having a child protection framework in place, with well defined procedures, roles and

responsibilities.

 TIP: Children can find the whole process to be an intimidating experience – scheduling an

extra day in Geneva to allow children to settle in, familiarise themselves with the city, recover

from jetlag and prepare together for their meeting with the Committee can be useful.

See Appendix 5 for a programme from a residential weekend preparing children to meet

with the Committee in Geneva.

Logistics and safety considerations for a children’s delegation visit

The following will need to be considered when planning the logistics of your delegation’s

visit to Geneva:

18

NGOs should follow existing guidance for interviewing children to ensure that the individual child and his/her peers

and family are not put at risk. For more information about existing guidelines, contact the NGO Group.

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 17

 ITEM DETAILS STATUS

Have you budgeted • transport, including transfer

adequately for costs • passports / visas

relating to the delegation

visit? • cost of travel to obtain passports / visas

• travel and health insurance

• immunisation (if relevant)

• accommodation and a per diem for each child

participant and support worker

Have you anticipated • language support

additional costs that may • a support worker for a participant with disabilities

be incurred as a result of

the individual needs of • replacement wages for a working child (if appropriate)

delegation members such • toiletry kits or appropriate clothing (i.e. warm clothes)

as? for children who do not possess these

If delegation members • necessary parental/guardian authorization and

need to obtain passports documents for all

or visas to travel to • time to submit request and collect passport

Geneva, have you factored

in the time needed to • request for invitation letter for visa from the NGO

obtain these? Group

• time to submit request and collect visa

Have you adequately • consent to travel from parents or carers and children

informed and involved themselves for every delegation member (including if

parents, carers and not needing a visa).

children themselves in • itinerary for parents and carers, along with emergency

decision-making and contact details

preparation?

• ways to enable children to contact their parents or

carers while in Geneva (phone, e-mail, collective/

individual)

• identification and preparation of accompanying adults

(“chaperons”)

Do you have an • advance information on protection policy to

appropriate child participants and their guardians

protection policy in place, • written plan/guidance/contacts details to all

and a risk assessment to delegations members for any issues that may arise

cover the visit to Geneva?

• adequate number of staff in the event of an

emergency

• psychological support planned for children if they

have shared difficult or sensitive issues with the

Committee

• staff training to deal with these issues

Are you aware of all • linguistic

relevant support needs of • dietary

delegation members and

how to meet these needs • religious

during the delegation visit? • health

• related requests made to NGO Group/ CRC

secretariat(i.e. access to building for wheel-chair,

native language interpreters, prayer space)

Have you pre-arranged • accommodation (with breakfast ? in shared or single

accommodation and meals rooms ? in agreement with participants’ wishes ?)

for the delegation while in • lunches

Geneva?

• snacks

• dinners

18 TOGETHER WITH CHILDREN – FOR CHILDREN

  TIP: The UN Committee only has access to English, French and Spanish interpretation

during the pre-sessional working group, although translation into the other three UN

languages (Arabic, Chinese and Russian) may be provided upon request. Interpretation services are not

provided for the children’s meeting; interpreters must be provided by NGOs, or the NGO Group may

help. Contact the NGO Group well in advance.

The NGO Group provides a practical Handbook for all NGOs attending a Committee

session containing practical information about transport in Geneva, accommodation,

and the local area. It is a useful basis for preparing materials to advise children on what

to expect in Geneva, including details on the climate, the currency, and the standard of

living. It can be obtained by contacting the NGO Group and is sent routinely to all NGOs

travelling to Geneva to participate in meetings with the Committee. You should consider

translating and/or adapting it to your specific children’s delegation.

Briefings

Prior to the pre-session meetings, the NGO Group holds a briefing for NGOs in the

Palais Wilson, which children should attend. This briefing includes information about

how the pre-session will work and the etiquette once in the meeting.

On request, the NGO Group can also provide briefings for the children’s delegation and

accompanying adults, which will aim to familiarise children with the Palais Wilson,

go over rules and regulations, explain the way in which the meetings will work, and

give children the opportunity to ask any questions. Should time and scheduling allow,

children may be shown the room in which the meeting will take place.

The pre-sessional working group

The pre-session is a technical meeting to assist the Committee in drafting the list of issues

to ask the State that will be examined. It is not especially child friendly. It is also usually a

small meeting due to its format and confidential nature. Generally, no more than twelve

participants attend the pre-session, in addition to Committee and CRC Secretariat

members. Consult with the NGO Group who you want to send to the pre-session before

making any arrangements. When you are sending a list of NGO representatives who wish

to attend the pre-session to the NGO Group, please include the names and addresses of

children if they should attend. Addresses can be c/o your NGO.

Participants usually include national, and sometimes international, NGOs and inter-

governmental bodies, such as UNICEF or other UN agencies, and national human rights

institutions such as children’s ombudspersons, that have submitted reports. Observing

the pre-session can give children a better understanding of the CRC reporting process

and the way in which the Committee formulates its concluding observations – leading

to more meaningful engagement. When determining the composition of delegations for

the pre-sessional working groups, NGOs should not neglect to consider the expertise of

child-led organizations, especially where issues such as child labour or the involvement

of children in armed conflict are being discussed.

Following an introduction by the Chair, NGOs and other non-governmental bodies,

will be asked to give short formal presentations covering progress made towards the

implementation of the CRC by the government, and outlining their main issues of

concern. Committee members will then ask questions based on the presentations and

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 19

 their reading of the State party, NGO, UN agencies and other reports. Having noted these

down, the participants will be given a short break to decide how to answer the questions.

Participants will begin to answer the Committee’s questions but may be interrupted for

further clarification. Discussions continue in this way for the duration of the working

group. (More detail on the procedures in the pre-session working group can be found in

the NGO Group’s Guide for NGOs reporting to the Committee on the Rights of the Child.)

Children may also speak during the NGO presentation time and provide answers to the

Committee’s questions if they wish to do so.

CASE STUDY

Taking part in the pre-session, United Kingdom

During the UK pre-session in 2008, children from England, Scotland and Wales formed part of the

NGO delegation to the Committee. It was important to NGOs to give up places on their delegations

to children, so that their voices could be heard as part of the formal reporting process, as well as

through a children’s meeting with the Committee (which took place later in the day with a larger

delegation of children). The youngest child taking part in the formal UK NGO delegation was 12

years-old. Children prepared for their participation in the pre-session prior to travelling to Geneva,

through separate weekend residentials with other delegation members in their own countries. This

included writing their presentations and familiarising themselves with the issues raised by children in

their reports to the Committee. The delegation members also all came together in Geneva the night

before the pre-session to give them the opportunity to get to know one another. During the pre-

session, children gave presentations about the key children’s rights issues in the UK, and answered

questions from the Committee alongside NGO representatives and the Children’s Commissioners. An

adult supported children throughout the meeting by explaining the context of different legislation

and policy being discussed; she was also on hand to answer any questions or deal with any concerns

that they had during the course of the meeting. Following the pre-session, children said that although

the discussions had been challenging to follow at times, it was important for them to be in the

room, contributing to the debate and answering questions raised by the Committee. They felt that

it was important for the Committee to hear their perspectives and lived experiences alongside the

legislation, policy and research-based analytical answers given by NGOs.

Children’s Rights Alliance for England

The children’s meeting

Children’s meetings are not yet a formal part of the reporting process and must be worked

into the Committee’s pre-session schedule in advance. This can be facilitated by the NGO

Group, so NGOs should also notify the NGO Group if they intend to support a children’s

delegation to meet with the Committee separately.

The children’s meeting usually lasts for an hour and is scheduled either just before or

just after the pre-session. The Chair of the Committee is usually present, along with the

Committee member acting as Country Rapporteur for the State party examination (see

details on the role of the Rapporteur in next section). Other Committee members will

usually attend. The meeting is intended to be much less formal than the pre-session, and

Committee members will often sit with children rather than in the more formal seating

arrangement used for the pre-session.

The meeting is an opportunity for children to share their views (and those of children from

their country). Children can decide whether or not they want the NGO representatives

that are accompanying them to be present. In some cases, children have preferred to have

NGOs present (to help them feel at ease or to support specific needs); in others, children

have preferred to have a private meeting with the Committee. A representative of the

NGO Group will also be present in the meeting in order to help facilitate it.

20 TOGETHER WITH CHILDREN – FOR CHILDREN

 The Committee will introduce themselves and ask the children their names. It will then

allow children to give a presentation on their main priorities, issues of concern and

recommendations. In a manner different from the formal pre-sessional working group,

Committee members will ask children one question at a time, rather than posing a series

of questions. Children should speak into the microphones when signalled to do so by

the Chair. After an hour, the Chair will close the meeting and thank the children for

participating.

 TIP: PowerPoint presentations or video are usually not arranged in the Committee’s

meeting room, but there have been a few positive exceptions when videos of children

from Belgium and Korea were shown, for example. Please, inform the NGO Group if you have such

a presentation and contacts will be made with the CRC Secretariat to explore the feasibility of using

such devices.

When children who participated in a meeting with the Committee were asked about their

experiences, almost all said they felt they had been listened to and that the Committee

had wanted to hear what they had to say. It is important to prepare children for the

limited time they will have with the Committee so that they do not have unrealistic

expectations of the meeting. Children should be encouraged to see the meeting as an

opportunity to highlight their major concerns and talk about what they want to see in the

concluding observations; NGOs should remind children that the Committee will also

take their report into account when formulating its concluding observations.

CASE STUDY

Preparing children for the meeting with the Committee, Kenya

The four young delegates selected by their peers to represent the views of children in Kenya had

not travelled out of the country before. The NGO supporting them felt it was important to ensure

that they were very well briefed, not only on different aspects of the reporting process but also, on

what to expect when they arrived in Geneva. Training in public speaking and a familiarisation visit to

the Palais Wilson prior to meeting with the Committee helped to build the confidence of the young

delegates. An hour-long meeting took place between the young delegates and the Committee. Other

adults were not present in order to give children the opportunity to lead the meeting and to focus on

the issues that were of most concern to them. Each young delegate was asked to lead on a particular

theme. The themes were chosen by children following a national meeting with key policy-makers

in Kenya, and focused on: HIV/AIDS, the needs of children from rural communities, street children,

and the needs of children in institutions. The young delegates each gave a short presentation about

their theme (of which they had personal experience as well as representing the views of others)

and answered questions from Committee members. Following the meeting, the young delegates

participated as observers in the pre-sessional working group.

Kenyan Alliance for the Advancement of Children (KAACR)

The session

Scrutiny of a periodic State report extends over a day (two meetings of three hours each)

and that of a report under an Optional Protocol extends over half a day (one three-hour

meeting). Where reports under both Protocols have been submitted, the consideration

in plenary session may be extended to one full day (two meetings of three hours each).

When the CRC and both OPs are under review, the session is 1.5 days.

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 21

 When the government comes before the Committee, members may pose additional

questions and comments based on information received from NGOs and children. The

governmental delegation will be invited to make a short opening statement which will be

followed by a series of questions posed by Committee members.

NGOs and children should consider attending the plenary session. The session is public

and although NGOs and children do not have a right to speak, they may participate

as observers to obtain a comprehensive picture of the dialogue with the government.

However, children might find it hard to follow an entire session of three hours, or simply

get bored. The accompanying adults should anticipate breaks when the children can

discreetly go out of the meeting room and de-brief in the cafeteria, or undertake other

activities. In order to make observation more meaningful, it is also important to plan

for individual or collective tasks (e.g. note down references to issues addressed in the

children’s report, select quotes from the government delegates to be used afterwards in

the media or in other follow-up activities, draw participants in the session for comic

strips or illustrations, etc.).

The NGO Group prepares summaries of the sessions,19 but this does not compare to

“being there” and official summary records are often not available in all languages until

months after the discussion. It may also be possible to meet with Committee members

informally before and during the meeting with the government to present additional

information, provide updates or suggest possible questions. The Committee does not

meet formally with NGOs or children during the plenary session, though.

19

The summaries are available as country reports on www.childrightsnet.org

22 TOGETHER WITH CHILDREN – FOR CHILDREN

 5. Sharing children’s perspectives

through a rapporteur visit

For every State party examination, one or two members of the Committee are appointed

as Country Rapporteurs – the lead Committee members for that examination. The

Rapporteur will lead the Committee’s questioning of NGOs, UNICEF and the State party.

Many NGOs decide to invite the Country Rapporteur to visit their country in order to

allow the Rapporteur – and by extension the Committee – to hear directly from children

about their lives. The Rapporteur visit allows the Committee to meet children in their

own environment, understand the main issues affecting children and can provide more

time for children to discuss their concerns in a child friendly setting.

If the Rapporteur visit is occurring before the State examination, meetings organized

should be with children and non-governmental representatives only, to avoid influencing

the Committee’s views during the examination. However, if the Rapporteur visits after

the examination of the State, meetings with government, NGO and ombudsperson

representatives are encouraged and the focus should be on follow-up.

A Rapporteur visit is an extremely useful tool that allows larger numbers of children, and

children from more diverse backgrounds, to actively participate in the CRC reporting

process. It is especially useful where NGOs do not have the funding to bring a delegation

to Geneva but wish to enable children to meet directly with Committee members.

Yet, once again, depending on the country context, inviting the Rapporteur can be

negatively perceived or even entail risks. You should assess such risks and consider

whether authorities should be informed or asked for their official consent, so as to secure

the legitimacy of the visit and, most importantly, the safety of children talking to the

Rapporteur.

Organizing a Rapporteur visit

Rapporteur visits are often funded by NGOs or UNICEF. Costs usually include flights,

domestic travel, accommodation and possibly, a per diem for the Committee member

concerned. There are no hard and fast rules for arranging Rapporteur visits, but NGOs

should take the following into consideration:

 Allow sufficient time to invite the Committee member (initially through the Secretariat

of the Committee and with support from the NGO Group if needed) and plan an

effective visit

 Factor in time to obtain the appropriate visas required for the Rapporteur visit (if

required)

 Approach stakeholders such as UNICEF, international NGOs, the children’s ombud-

sperson for assistance with funding and organizing the Rapporteur visit

 Appoint one person to liaise with the Committee member regarding the visit,

particularly if multiple organizations are involved

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 23

  Involve children in the programme for the Rapporteur visit or support children to lead

this work

 Ask the Rapporteur whether there is anything in particular he or she would like to see

 The benefit of including visits to different settings and institutions – such as children’s

homes, local towns, hospitals, schools and juvenile correctional or detention centres as

well as prisons20

 Ensure variation in the programme of activities – examples include parliamentary

events, meetings with children, discussions with NGOs about emerging and existing

children’s rights violations, meeting government officials and visits to particular

settings or institutions

 Which parts of the country the Rapporteur will visit – it is unlikely that visits will

extend for longer than two to four days

 Identify opportunities to use the Rapporteur visit to raise awareness of children’s

rights with children, the State party, the media, the judiciary and the general public.

CASE STUDY

A Rapporteur visit to Wales

The Rapporteur visit to Wales took place after the pre-session and prior to the State party examination

in Geneva.

During the pre-session in Geneva, members of Funky Dragon (the children and young people’s

assembly for Wales) met their Country Rapporteur for the first time. She had been invited to visit

Wales by the Welsh Children’s Commissioner, for three days. For her forthcoming visit, the Rapporteur

expressed an interest in having a chance to see how children really lived in Wales.

With this in mind, members of Funky Dragon invited the Rapporteur to meet with them in the 3G’s

Project, in Gurnos Estate, in Merthyr Tydfil. This is one of Europe’s largest social housing estates and

one of Wales’ most deprived areas with high levels of unemployment and sickness. The 3G’s Project

is a haven for children and has provided many members of Funky Dragon over the years. At 3G’s,

the Rapporteur met with the members of Funky Dragon and other children from the local area. They

discussed the findings of Funky Dragon’s research with the children, and the Rapporteur heard about

how the findings related to children’s day-to-day lives. After a formal meeting and discussion, she was

invited by children for an exploratory walk around the estate. In true Welsh fashion the skies opened

and rain poured down. All credit to our Rapporteur, as she put on her coat and picked up her umbrella

to accompany children in a walk around the area where they lived. After the walk, we all sought the

warm dry sanctuary of a local pizza restaurant where conversations continued late into the night.

The next afternoon we met again in the Welsh Assembly shiny buildings for formal speeches from

Wales’ First Minister Rhodri Morgan, the Children’s Commissioner for Wales, and from the Rapporteur.

During her speech, she thanked the children from Funky Dragon for arranging her visit – she had

obviously enjoyed her trip up the Valleys!

Funky Dragon

See Appendix 6 for examples of itineraries for visits by a Rapporteur from the Committee.

For an example of an agenda of a high-level meeting between children, NGOs and the

UN Rapporteur, please see Appendix 7.

20

As this publication went to press, the Committee was discussing when it was appropriate to meet with different actors

during Rapporteur visits. For information on current practices, please contact the NGO Group for the CRC.

24 TOGETHER WITH CHILDREN – FOR CHILDREN

 Strategically planning a Rapporteur visit

It is important to determine the most appropriate time for a Rapporteur visit to take

place. This can depend on the particular context and the outcome which the children

want to influence most. If the children wish to influence the concluding observations of

the Committee, visits usually take place between the pre-sessional working group and

the State party examination. However, if the children want to predominantly influence

the follow-up to and implementation of the recommendations, the Rapporteur visit can

occur after the session in order to create opportunities for joint children/Rapporteur

meetings with the government, UN agencies, ombudsmen, NGOs and the media.

NGOs and children that have taken part in or supported Rapporteur visits have told

the NGO Group that the visit had a significant impact not only on the content of the

concluding observations, but also on the levels of awareness of children’s rights among

government officials and children in their country.

…it was very important that [the Rapporteur] visited our country. It was a concrete

measure that made us feel that we were taken into account and important. Her

participation in the public event motivated the children’s organizations to work in

relation to the defence and promotion of child rights. (Child speaking about the

Rapporteur visit)21

21

NGO Group for the Convention on the Rights of the Child (2009), Maximising children’s engagement in the reporting

process for the Convention on the Rights of the Child.

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 25

 6. Child reporting outcomes

Concluding observations

The concluding observations lay out the Committee’s conclusions following a State party

examination. They take into account the reports and meetings with the State, NGOs, UN

agencies, ombudsmen, children, etc. Concluding observations set out the achievements

of the State party in implementing the CRC, the Committee’s concerns in relation to

existing or potential children’s rights violations, and the action the Committee requires

the State party to take to remedy the situation or to further promote and protect children’s

rights. The concluding observations are sent to the State party by the Secretariat of the

Committee. The NGO Group sends a copy of the concluding observations to all NGOs

and child-led organizations that have submitted reports as part of the periodic reporting

process.

Research carried out by the NGO Group shows that both the NGOs that have

supported children to engage in the CRC reporting process and the children themselves

overwhelmingly feel that children’s voices and experiences have been reflected in the

Committee’s concluding observations.

It is important that NGOs make the concluding observations available to children in a

form accessible to them as soon as possible after their publication. Disseminating the

concluding observations to children is crucial to ensure they are able to be fully involved

in the entire reporting process. Children may need support to identify where their input

has had a direct or indirect influence on the recommendations.

Concluding observations can be downloaded from the website of the Office of the

High Commissioner for Human Rights at http://www2.ohchr.org/english/bodies/crc/

sessions.htm

Many NGOs have supported children to play a lead role in the dissemination of the

concluding observations. Different methods of dissemination can include:

 Creating a children’s version of the concluding observations

 Translating the concluding observations into national languages, including indigenous

or minority languages

 Sending the concluding observations to all children that have participated in the

reporting process, and to the organizations and adults that have supported them to do

so

 Creating blogs, podcasts, online content and films to tell children about the concluding

observations

 Organizing events to share the concluding observations with children and debate the

action that should be taken. It is often useful to include the State party in this, helping

it to fulfil its obligations to disseminate the concluding observations to children

 Working with children to decide how to monitor the progress of the State party in

implementing the concluding observations

26 TOGETHER WITH CHILDREN – FOR CHILDREN

  Using the media – and the children’s media – to raise awareness and debate children’s

rights issues

 Encouraging member organizations to send out information about the concluding

observations to the children they work with.

CASE STUDY

Disseminating the concluding observations, Peru

Further to their participation in the CRC reporting process in 2005, children from REDNNA Peru – the

national network of children from Peru – felt that it was important to disseminate the concluding

observations throughout the country. This process was carried out over the space of a year and was

an immense joint effort by children from diverse backgrounds including members of school councils,

working children, children without parental care, indigenous children, and uniformed organizations,

supported by child rights NGOs.

Versions of the concluding observations were created for children both in Spanish and in Quechua. 21

public events were carried out all over Peru. Children presented the Committee’s concluding observa-

tions, and using age- and culturally-appropriate materials and methodologies showed participants

how the concluding observations related to the reality of children’s lives. Children had the opportunity

to analyse and debate the concluding observations with representatives of local authorities, develop

solutions to some of the issues raised and encourage their commitment to implementing the conclud-

ing observations. Ensuring continuity was important, so national events were carried out also in Lima

to raise awareness of the concluding observations among government officials and civil society.

A Vice Chair of the Committee was invited by child-led organizations to visit Peru and participate in

the dissemination of the concluding observations. Children from many different regions and cultures

presented a legislative proposal to members of Congress, obliging the Peruvian government to fully

implement all the recommendations made by the Committee on the Rights of the Child.

Save the Children Sweden: Latin America and the Caribbean

Follow-up work and ongoing monitoring

For children, as well as for NGOs and the State party, the publication of the concluding

observations does not and should not signal the end of the CRC reporting process.

Harnessing children’s enthusiasm for reporting and campaigning on children’s rights

– and engaging them in children’s rights monitoring – will help to ensure children’s

aspirations for and expectations of the CRC reporting process are met. It will help

children to achieve change for children’s rights and have a real impact on law, policy and

practice at national and local levels.

The range of work that NGOs can engage children in following the publication of the

concluding observations is only limited by creativity (and funding!). The following list is

by no means exhaustive but is intended to provide ideas from which NGOs can begin to

plan sustained work to support children’s self advocacy and involvement in human rights

monitoring:

 Campaigning on specific children’s rights issues raised by the concluding observations

 Promoting children’s rights through the media

 Raising awareness of children’s rights with government officials, practitioners and

other adults working with children

 Supporting children to share information about children’s rights and human rights

monitoring with their peers

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 27

  Planning for the next periodic reporting process based on lessons learned

 Working directly with the State party to address the concluding observations

 Securing parliamentary debates, inquiries and questions

 Holding national events for children to discuss children’s rights issues

 Delivering children’s rights outreach sessions in schools, youth clubs, children’s homes

and other institutions to raise awareness

 Establishing a group to enable permanent, child-led monitoring of CRC compliance,

using indicators developed by children

 Supporting the use of concluding observations in litigation, including by raising

judicial awareness of the text and status of the concluding observations

 Ensure transfer and sharing of inter-generational experiences and skills – children

grow out of their roles and often lose the opportunity for continuous engagement as

young people

The follow-up process is key to changing the children’s rights situation in your country. It

is important to ensure that there are adequate human and financial resources for follow-

up processes, and that they include children.

CASE STUDY

Monitoring the implementation of the concluding observations,

England

Since 2002, in the annual State of children’s rights in England report, CRAE analyses legislation, policy,

statistical and practical research, conclusions from human rights and parliamentary monitoring bodies,

court judgments, and research on children’s views and experiences, in order to determine the progress

the government has made against each of the Committee’s recommendations. In 2009, with a new

set of concluding observations, CRAE worked with children to create a children’s version of the annual

monitoring report, in order to support them to learn about children’s human rights and to campaign

for change in England. This is part of an ongoing programme to support children’s activism and

their own human rights campaigns on issues that concern them. By reviewing the findings from the

children’s rights investigation they undertook for the Committee in 2007 and taking into account the

Committee’s concluding observations, children began work in late 2008 on three campaigns: looking

at the right to education for refugee and asylum-seeking children, the discrimination against children

by the media, and the need for better mental health support for children in schools.

Children’s Rights Alliance for England

28 TOGETHER WITH CHILDREN – FOR CHILDREN

 Conclusion

Children’s activism, exemplified by their involvement in the reporting process for

the Convention on the Rights of the Child, adds a new perspective to human rights

monitoring, and engenders real progress towards the realisation of children’s rights,

regardless of their age, background or circumstances. These guidelines have been based

on the experiences of children and NGOs that have already taken part in the reporting

process, and are strengthened by the commitment of the Committee to maximise the

involvement and impact of children in their work.

We hope that will inspire and encourage you to develop this international partnership

with children even further.

Contact the NGO Group for the CRC

NGO Group for the Convention on the Rights of the Child

1 rue Varembé

Geneva 1202

Switzerland

Telephone: (+41) 22 740 47 30

E-mail: secretariat@childrightsnet.org

Website: http://www.childrightsnet.org

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 29

 Useful documents

NGO Group for the CRC documents

(see Publications section of: http://www.childrightsnet.org/)

 Reporting to the Committee on the Rights of the Child, My Pocket Guide, NGO Group

for the CRC, 2011. (Guide for children engaging in the CRC reporting process)

 Reporting to the Committee on the Rights of the Child, a Guide for Non-governmental

Organizations, NGO Group for the CRC, 2011.

 Reporting on the OPSC and OPAC, a Guide for Non-governmental Organizations,

NGO Group for the CRC, 2011.

 Maximising children’s engagement in the reporting process for the Convention on the

Rights of the Child, NGO Group for the CRC, 2009.

Other tools

 Convention on the Rights of the Child, http://www2.ohchr.org/english/law/crc.htm

 General Comment 12: the right of the child to be heard, Committee on the Rights

of the Child, 2009. http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/

CRC-C-GC-12.doc

 So you want to consult with children? A toolkit of good practice, International

Save the Children Alliance, 2003, http://www.savethechildren.net/alliance/resources/

childconsult_toolkit_final.pdf

 Children as change agents: Guidelines for child participation in periodic reporting on

the Convention on the Rights of the Child, World Vision, 2008, http://www.crin.org/

docs/Guidelines_for_Child_Participation_in_CRC_Reporting.pdf

 Implementation Handbook for the Convention on the Rights of the Child, Implemen­

tation Checklists, UNICEF, 2007, http://www.unicef.org/crc/files/Implementation%20

Checklists.pdf

 UNICEF Child and Youth Participation Resource Page: http://www.unicef.org/

adolescence/cypguide/resourceguide.html

 UNICEF MAGIC website (Media Activities and Good Ideas by, with and for Children),

http://www.unicef.org/magic/index.html

 Plan International Child Participation Publications Page: http://plan-international.

org/about-plan/resources/publications/participation

 Save the Children Alliance Child Participation Publications Page: http://www.

savethechildren.net/alliance/resources/publications.html#partcipation

30 TOGETHER WITH CHILDREN – FOR CHILDREN

APPENDICES

 Appendix 1

Example of a research ethics statement

Children’s Rights Alliance

for England

Research ethics statement

1. Professional conduct

Criminal Records Bureau (CRB) checks must be carried out for all CRAE members of

staff. If requested, a copy of their CRB certificate should be presented to the relevant

gatekeeper prior to the commencement of research. Any individual, peer researcher

or organization working for or on behalf of CRAE must demonstrate commitment to

promoting human rights and equality in all aspects of their work. CRAE promotes the

human dignity and equal worth of all individuals and equality between young people as

well as between older and younger people.

2. Involving children and young people in research

All research methods must be tailored to the needs and capabilities of participants and

piloted prior to the beginning of data collection. It is acknowledged that it may not be

appropriate to consult with particular groups of children or young people in certain

circumstances.

In peer-led research, children and young people are involved as far as possible in all

stages of the research process. They are given ongoing support and training to do this.

This will ensure that the interpretation of the findings is child-centred, relevant and

grounded in the ethos of peer-led research. If time and resource constraints mean this is

not feasible, alternative forms of engagement should be explored. All peer researchers are

accompanied at all times during interviews by a member of CRAE staff. A thorough risk

assessment must be carried out prior to commencing fieldwork.

3. Voluntary informed consent

It is the researcher’s responsibility to ensure that all participants understand what the

research is about, what their role will be, what will be done with the information they

provide, and how and when the research findings will be published. Age-appropriate,

jargon free language should be used to communicate these messages both verbally

and in writing. Information leaflets relating to the UN Convention on the Rights of

the Child should also be provided to young participants and used to contextualise the

aims of the research. Particular consideration should be given to accommodating the

needs of participants with communication difficulties or learning impairments, and of

participants for whom English is not their first language.

Verbal consent to participate in the research should be sought from children and young

people at the beginning of each data collection session, and participants reminded that

they are able to leave the room at any point. They should be advised that they are under

no obligation to answer any interview question they are not comfortable with. Consent

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 33

 forms stating the purpose of the research, the method of data collection and the extent to

which the young person will be expected to engage in the research should also be signed

and given to the researcher. Permission to tape-record conversations and to use artwork

gathered through the data collection process should be sought from participants either

verbally or in writing.

4. Parental consent

Participants aged 15 and under: The informed consent of both the child or young person

and their parent or carer must be obtained.

Participants aged 16 and 17: Parental consent is not usually needed for young people

aged 16 and 17. However, parental notification may be advisable depending on the nature

of the research, the form of contact being initiated, and the young person’s level of

understanding.

It may be appropriate to seek parental consent for young people aged 16 and over if the

nature of the research is particularly sensitive, if a high level of contact with the respondent

is required, or if the young person does not fully understand what participation in the

research entails.

If a child or young person is in care, parental consent should be obtained from either the

parent or a person or body with parental responsibility for the child or young person,

which may be the relevant local authority. (If there is no care order in place, a child’s

biological parents may still hold parental responsibility.)

5. Confidentiality and data protection

The terms “confidentiality” and “anonymity” must be explained to participants at the

beginning of data collection. Where the research is conducted with groups of children and

young people, two adults will usually be present during any data collection session. One

of these adults will be a CRAE member of staff; the other will be from the organization

facilitating the research interview and will be familiar with the children and young

people participating. The adult from the facilitating organization will be made aware

before the start of the research session that it will be their responsibility to follow up any

disclosures made relating to child protection. Conversely, if any child protection issues

arise concerning the involvement of a peer researcher, it is the responsibility of CRAE to

follow up as set out in CRAE’s Working with children and young people policy. All data

will be processed in accordance with data protection law.

6. Anonymity

Researchers must remove all possible identifying features from all written, tape-recorded

and art work submission prior to publication of any research findings.

7. Reciprocity

Researchers should ensure that the participation of all individuals involved in the

research is recognised. Respondents should be thanked, sent a written acknowledgement

of their contribution via the facilitating organization, and a copy of the published report.

Reciprocity for peer researchers may include co-authorship of the research report,

training, a certificate to acknowledge their contribution or an accredited qualification.

8. Reflective learning

Where appropriate, a debriefing session should be offered to respondents to reflect on

how they found the interview experience. Debriefing sessions will always be carried out

34 TOGETHER WITH CHILDREN – FOR CHILDREN

 with peer researchers. Evaluation forms will be used to record what children and young

people have learned as a result of their experiences of doing research, and how this in

turn may have developed their own social and personal skills.

9. Complaints procedures

There will always be a named person within CRAE whom participants can contact if they

are unhappy with how the research has been carried out, how they have been treated by

CRAE, or how they have been portrayed in publications. All complaints will be treated

in accordance with CRAE’s complaints procedure as set out in our Working with children

and young people policy.

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 35

 Appendix 2

Examples of children’s rights surveys

Survey 1: This was shared with us by the Child Rights Information

Centre in the Republic of Moldova

Please fill in this questionnaire about children’s rights. Your opinion is very important so

we encourage you to honestly answer all questions. You don’t need to write your name

on this questionnaire. It is anonymous so no one will know what you said. Filling in the

questionnaire will only take a few minutes.

Choose the best option that suits you (put a sign in the box or circle, or write in your

answer).

1. I am a n girl n boy

2. I am ........... years old

3. I live in a n village n city

4. I study in n middle school n high school n college n youth centre

5. Write down five children’s rights that you know

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

6. Where did you learn about these rights (choose up to 3 answers)?

n Parents

n Friends

n Teachers

n Media – newspapers / magazines / TV / radio

n Brochures / books

n Internet

n Somewhere else / someone else ...........................................................................................

7. In which document are children’s rights found?

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

36 TOGETHER WITH CHILDREN – FOR CHILDREN

 8. How far do you think children’s rights are respected in your community (circle one)?

1 2 3 4 5

(not respected) (fully observed)

9. Where do you think children’s rights are most often violated (choose up to 3 answers)?

n At home

n In the street

n In school

n Among friends

n Places for play and leisure

n Public spaces (for example, shops, cinemas, theatres)

n Somewhere else (please tell us where) ................................................................................

10. What children’s rights do you think are most often violated?

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

11. What organizations/individuals can children go to if their rights are violated?

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

12. How would you like to be told about children’s rights (choose up to 3 answers)?

n Parents

n Friends

n Teachers

n Media – newspapers / magazines / TV / radio

n Brochures / books

n Internet

n Somewhere else / someone else ...........................................................................................

13. What do you think should be done so that children’s rights are respected?

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 37

 Survey 2: This was shared with us by the Children’s Rights Alliance

for England in the UK. It is one of seven surveys they did with

children about children’s rights. Each survey was on a different

topic. This survey is about respect.

1. Do you have a say in decisions that affect your life?

n Always n Most of the time n Hardly ever n Never n Not sure

2. Do adults listen to what you have to say?

n Always n Most of the time n Hardly ever n Never n Not sure

3. Do you think children and young people are judged on the way they dress?

n Yes n No n Not sure

4. Who is most likely to be treated unfairly by adults (you can choose more than one)?

n Under-5s

n 5 to 10 year-olds

n 10 to 14 year-olds

n 15 to 17 year-olds

n Over-18s

5. Do you think the police treat children fairly?

n Yes n No n Not sure

6. Do you think shop assistants treat children fairly?

n Yes n No n Not sure

7. There are lots of different types of children. For example, some children may have

a different skin colour to you, or they may live at home or in care, they may have a

disability, they may be from the travelling community, they may be a refugee or a

young parent. Do you think one group of children in particular are not respected for

who they are? Tell us who and why you think this.

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

8. To respect someone is about more that listening to their views. It also means valuing

someone for who they are. Do you think there is enough respect between children

(under-18s) and older people (over-65s)?

n Yes, there is enough respect between young and old people

n No, there isn’t enough respect between young and old people

n I’m not sure

If you answered yes, please skip to question 11.

38 TOGETHER WITH CHILDREN – FOR CHILDREN

 9. If you said no or I’m not sure to question 8, which statement do you agree with?

n Older people don’t usually respect younger people

n Younger people don’t usually respect older people

n Neither group respects the other

n I’m not sure

10. What could improve respect between young and older people? (You can tick more

than one)

n Having places where young and old people can meet

n Opportunities to learn more about one another

n Positive stories about children in the media

n Spending more time together

n Something else .......................................................................................................................

11. Have you ever been treated unfairly by an adult? For example, have you ever been

stopped from getting on a bus/train, from getting into the cinema or had difficulty

getting help from a doctor or dentist because of your age?

n Yes n No n Not sure

If you answered no please go to question 13.

12. Please tell us why you were treated unfairly and how this made you feel.

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

13. Do you think the media (newspapers, television, magazines and radio) gives a fair

picture of children living in England?

n Yes n No n Not sure

14. Please explain your answer

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

15. What could the media do to improve the way it represents children and young people?

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 39

 Background details

A. How old are you? ...................................

B. Are you n male n female?

C. Where are you from?

n East

n East Midlands

n London

n ....................................................................................................................................................

D. Do you have a disability, or special needs? n Yes n No

E. Are you…

n White

n Black

n Mixed heritage

n Asian

n Chinese

F. Which of these best describes your home life?

n At home with my parents

n With other people in my family

n With friends

n On my own

n In a children’s home

n With foster carers

n In a residential special school

n In a boarding school

n In custody

n Other .........................................................................................................................................

G. Which of these best describes where you get most of your education (you can tick

more than one box)?

n School or college

n Pupil referral unit

n Educated at home

n I am not getting any education at the moment

n This doesn’t apply to me – I’m too young

n This doesn’t apply to me – I’m too old

n This doesn’t apply to me for another reason (please explain)

..........................................................................................................................................................

40 TOGETHER WITH CHILDREN – FOR CHILDREN

 Appendix 3

Template risk assessment – children’s rights

research project

This template will need to be adapted and added to in order to reflect the particular needs

of children involved in the research and the different methodologies and approaches

used.

RISK ACTION TAKEN TO MINIMISE RISK ACTION TAKEN IF RISK OCCURS

Children do not feel On arrival, staff will familiarise all Staff always on hand to deal with any

safe at the venue children with the venue, point out key concerns. Participants approaching

areas and let them know who else is staff with anxieties should be taken

using the venue. aside, and the problems discussed and

resolved.

Young researchers Briefing papers will be sent to young If, after discussion, a young researcher

arrive unprepared researchers and they will be invited does not feel confident about

to discuss any questions or concerns explaining the research brief to

with support staff prior to the participants, the supporter worker will

interview. Researchers have received introduce the research and support

training and are aware of their role the young researcher to ask questions

and the materials that will be used during the interview, encouraging them

in the research with participants. A to take the lead wherever possible.

support worker will meet researchers

prior to every interview to run a short

briefing and ensure they are confident

in explaining the research and leading

the discussion. The support worker

will also be present during the

interview to support the researcher.

An interviewee turns Consent forms will be sent to children Verbal consent will be requested from

up to the interview prior to the research taking place participants prior to the interview

without a signed (with consent required from children, and they will be reminded that they

consent form and also from parents/carers if the can leave at any point, and are not

child is under-16). required to answer questions they

feel uncomfortable with. The use of

pseudonyms will be explained.

Participants are Clear information and consent forms Participants will be encouraged to ask

not clear about the are sent to children prior to their questions at any point; the aims of the

purpose or aims of the participation. The researcher will research will be reiterated as necessary.

research introduce the research at the start of They will be reminded that their views

the interview, clearly explaining the will be anonymous, and that their

aims and what will happen with the participation is voluntary – they do not

research. have to answer any questions they do

not feel comfortable with, and may

stop the interview at any time.

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 41

 RISK ACTION TAKEN TO MINIMISE RISK ACTION TAKEN IF RISK OCCURS

Children become A copy of the interview questions will If a child becomes distressed they shall

distressed at questions be sent to the organizer prior to the be given the option of leaving the room

asked or answered interview. The researcher will contact and an adult should accompany the

during the interview the host organization in advance to child. Issues should be followed up in

ask if any issues have arisen that the accordance with the organization’s child

researchers need to be aware of. protection policy.

Participants will be reminded they can If a young researcher becomes

leave the room at any point during distressed during the interview, the

the discussion and that they do not above will apply. An additional young

have to answer any questions they researcher will be on hand to continue

do not want to. Researchers will be the interview if appropriate.

briefed about the sensitivity of the

interview and asked to be supportive

of any answers given by participants.

Two young researchers will lead each

interview.

Information is The researchers are aware of Should a disclosure be made in a focus

disclosed during techniques to discourage children group, the researcher should sensitively

an interview which from disclosing personal information, halt the discussion of that particular

raises serious child and have been briefed on procedures issue and, if necessary, remove the child

protection issues to follow in the event of a disclosure. from the session (accompanied by an

It has been made clear to researchers appropriate staff member). Disclosures

and participants that the intention of should subsequently be dealt with

the research is not to encourage such in line with the organization’s child

disclosures. protection policy, and respect the

child’s confidentiality.

Appropriate adults to support children

will be available as required. The

organization’s child protection policy

will govern how issues that have been

disclosed are dealt with and followed

up.

Children allege that All staff have appropriate child If an allegation is made during an

they have been protection checks and will work in interview, the on-call manager should

abused or mistreated line with the organization’s child be contacted immediately. The adult

during the meeting protection policy. concerned should have no further

contact with the child concerned.

The procedures in the organization’s

child protection policy should be

followed, keeping the child informed

at each stage and respecting their

confidentiality.

42 TOGETHER WITH CHILDREN – FOR CHILDREN

 Appendix 4

Tips for children on writing a children’s

rights report

The aim of your report is to tell the Committee about the children’s rights issues that

really matter to children.

1. Before you start writing, you must decide how to organize your report. There are lots

of ways to do this. When governments and NGOs submit reports to the Committee,

they are asked to present them in eight chapters which reflect the different rights in

the CRC. You might want to present your report like this, or perhaps in chapters that

show the main themes of your findings.

2. Decide whether you want to include pictures, photographs, drawing and quotes

from children in your report. These can really help to get your message across. It can

also make your report much more interesting.

3. Once you’ve decided how you’re going to organize your report, and what your report

is going to look like, it’s time to start writing. It’s very important to remember who

you are writing for – the Committee on the Rights of the Child – a group of 18 adult

experts on children’s rights.

4. Remember that the Committee members might not share your first language,

so you will need to write clearly (especially if you are going to have your report

translated into another language). Think about what words you use – slang and

jargon doesn’t easily translate into another language, and might not mean anything

to someone who comes from a different country to you.

5. You don’t have to write loads – sometimes it is more effective to keep your text short

and simple. This can be more powerful.

6. Think about your choice of quotes carefully.

— Are the quotes powerful and will they back up your argument?

— Whose voice is being represented? Do the quotes represent lots of children or just

one group?

— Do your quotes support the evidence from your research?

7. Include recommendations in your report to show the Committee what children

think needs to be done to improve children’s rights in your country.

8. When you’ve finished writing your report, try reading it from a stranger’s point of

view. Do you think it clearly explains the background to your work? Does it clearly

explain which children have shared their views and experiences with you? Does it tell

a story about children’s rights in your country?

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 43

 Appendix 5

Programme from a weekend residential to

prepare the children’s delegation to the

Committee on the Rights of the Child, Children’s

Rights Alliance for England

Delegation residential programme

SATURDAY

13.00 Lunch

13.45 Welcome, ground rules and games

14.00 The role of the delegation, and aims and expectations

14.45 Children’s human rights and the CRC

15.30 Break

15.45 The CRC reporting process

16.15 Progress on the Get ready project and achievements so far

16.30 The children’s rights investigation – understanding the methods and being able to

explain them to others

16.45 Break

17.00 Preparing for going to Geneva part 1: Key research findings

18.40 Roles on delegation

19.00 Dinner

SUNDAY

09.00 Games

09.30 Recap of Saturday – any questions?

09.45 What happened in 2002 (the last UK examination)

10.45 Going to Geneva – what to expect?

11.30 Preparing for going to Geneva part 2: Role plays and answering questions

13.00 Lunch

13.45 Preparing for going to Geneva part 3: Media training

15.00 Roles on the delegation

15.30 Next steps – rapporteur visit and the government examination

15.45 Things to do before June 2008

16.00 Finish

44 TOGETHER WITH CHILDREN – FOR CHILDREN

 Appendix 6

Example itineraries for a visit by the rapporteur

from the Committee on the Rights of the Child

1. Programme for Country Rapporteur visit to Wales,

3 and 4 September 2008 (between the pre-session and the session)

WEDNESDAY 3 SEPTEMBER THURSDAY 4 SEPTEMBER

AM Professor Lucy Smith arrives in 09:30–11:00 Poverty experts Millennium

London Meeting (Anne Crowley, Centre

Sean O’Neil, Children’s

12:15pm train from London Cardiff

Commissioner Keith Towler)

Paddington to Cardiff Station

11:15–12:45 Youth justice Millennium

meeting (Keith Towler, Centre

Catriona Williams, Suzanne

Chisholm)

PM 15:15 Leave Cardiff for the 13:00 Lunch

Valleys by car

14:00 Gypsy and traveller Cardiff

16:00 Visit to Valley Kids Dinas, site visit: Shire Newtown and

Rhondda Rover Way

16:30 Leave for Merthyr by

Valley

car 16:00–17:00 Meet monitoring Cardiff Bay

group and report contributors

17:15 Meet Funky Dragon in Merthyr

(Ty Howell)

Merthyr Tydfil Tydfil

17:00–18:00 Meet the Cardiff Bay

(Members of Funky Dragon

Welsh Assembly Minister for

were part of the Welsh NGO

Children, Education, Lifelong

delegation at the pre-session.

Learning and Skills, Jane Hutt

A larger group of children

will meet with the rapporteur

to discuss the key issues for

them.)

18:30 Guided tour of valley

community with children

Eve 19:30 Dinner with children Merthyr 18:00–19:00 Reception Cardiff Bay

Tydfil hosted by the First Minister,

Rt Hon Rhodri Morgan AM

Overnight accommodation Holland

House Hotel 19:30 Informal Holland

Commissioner’s Dinner House Hotel

Overnight accommodation

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 45

 2. Programme for Country Rapporteur visit to Peru, 3 to 6 July 2006

(after the session)

ACTIVITY AIM

3 JULY 2006

09:00–11:00 Ministry of Foreign Affairs Enhance role of Foreign Affairs Ministry in reviewing

the State party report and as a source of information

for the UN Committee.

11:00–13:00 Inter-agency forum for the This included the ministries of health, education,

follow-up of the National labour, and women and social development; the aim

Plan of Action for Children was to make commitments for taking forward the

concluding observations.

13:00–15:00 Lunch with UNICEF

15:30–17:00 Ombudsman’s Office Strengthen relationships between the Ombudsman

and child-led organizations.

17:30–19:00 Meeting with children Rosa Maria Ortiz to meet with the children that have

from child-led arranged the rapporteur visit.

organizations

4 JULY 2006

08:30–14:30 Training seminar for Raise awareness of the Convention on the Rights of

Peruvian government the Child, the reporting process, reports from the

officials State party, NGOs and children, and the content of

the concluding observations. Emphasis placed on

the participation of state agencies working with

children, for example the Ministry of Education,

Ministry of Justice, State Prosecutor and MIMDES

Children and Adolescent Department.

5 JULY 2006

08:30–10:00 Congress members Meeting with representatives from Congressional

committees addressing subjects affecting children,

to identify the obligations of the Congress of the

Republic of Peru.

10:15–14:00 National public conference Attended by Congress members, government

to disseminate the officials and children; moderated by two children

concluding observations from REDNNA who presented commitments made

by local and regional authorities during 21 events

held to disseminate the concluding observations

throughout Peru. Presentation of a draft Supreme

Decree to fulfil the concluding observations.

16:00 Press conference

6 JULY 2006

09:00–17:00 Seminar with civil society In-depth discussions among children’s rights NGOs

organizations about the concluding observations; Rosa Maria Ortiz

provides information on CRC reporting processes

and the concluding observations for Peru.

46 TOGETHER WITH CHILDREN – FOR CHILDREN

 Appendix 7

Agenda for a high-level meeting between

children, NGOs and the Country Rapporteur

Children’s Rights Alliance

for England

UK Committee on the Rights of the Child

UK examination, 2008

Country Rapporteur visit to England

Breakfast meeting with Professor Lucy Smith

Sunday 7 September 2008, 9–12.30 pm

The Library, The Chesterfield Mayfair Hotel, 35 Charles Street, Mayfair, London, W1J 5EB

In attendance: senior representatives from 11 MILLION (office of Children’s Commissioner for

England), Equality and Human Rights Commission, The Children’s Society, CRAE Secretariat, NSPCC,

Save the Children UK and UK National Committee for UNICEF

8.45 am Arrival, coffee and pastries

9.00 am Welcome and purpose of event

Short presentations and discussions

• Children’s position in society

Abdul Munie, Get ready for Geneva

Lauren Harrison, Get ready for Geneva

• Juvenile justice

Chris Callender, Assistant Director (Legal), Howard League for Penal Reform

Tim Bateman, Senior Policy Development Officer, Nacro

• Asylum and Immigration

Nadine Finch, Barrister, Garden Court Chambers

Lisa Nandy, Chair of Refugee Children’s Consortium

10.30 am Refreshments

10.40 am Short presentations and discussions

• Children’s access to justice

Fiona Burrough, in-house Counsel and Policy Co-ordinator, Just for Kids Law

James Kenrick, Advice Services Developmnt Manager, Youth Access

• Children’s right to privacy

Terri Dowty, Director of Action on Rights for Children

Dr Eileen Munro, Reader in Social Policy, London School of Economics

• Child poverty and inequality

Paul Dornan, Head of Policy and Research, Child Poverty Action Group

Jason Strelitz, Child Poverty Adviser, Save the Children UK

12.10 pm General discussion

12.30 pm END

A GUIDE FOR NON-GOVERNMENTAL ORGANIZATIONS ACCOMPANYING CHILDREN IN CRC REPORTING 47

NGO Group for the Convention on the Rights of the Child

1, rue de Varembé

1202 Geneva, Switzerland

Tel: +41 22 740 47 30

Fax: +41 22 740 46 83

E-mail: secretariat@childrightsnet.org

Website: www.childrightsnet.org