Chapter 2.
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The principles of the CRC
A project or a programme based on CRP must reflect the four main principles of
the CRC. These principles must be taken into consideration throughout the whole
preparation phase. Below is a list of what to consider.
Discrimination:
• Is the programme likely to benefit boys and
girls from different social identities/groups in
different ways? If yes, how?
• Does it have an inclusive approach, ensuring
20 full participation and access for all? Are
empowering strategies included?
• Will the programme address discrimination?
(Age, disability, sex, ethnicity, class, HIV/
aids status, etc.) Think about attitudes, prac-
tices, laws and policies.
• Does the programme aim to provide one group
of children with rights not enjoyed by other
groups of children? If so, is it appropriate?
• Are the government and other actors being
Photo : Michael Myrdal lobbied in order to mobilise the resources
needed to prevent and combat discrimination
and stereotypes?
• Are governments being lobbied to provide
information about how budgeting, spending
and impact are related to the sex, class, age
etc. of children?
Best interests:
• What is the vision or the understanding of
the best interests of the child in the field of
intervention? Who formulated this vision?
• Are the best interests of girls and boys being
fully considered during project planning and
implementation? How?
• How is the budget allocated? Is it in the best
interests of all the children in the target group?
• Is the government and other actors being lob-
bied to undertake child/impact analysis before
taking decisions, passing new laws, etc.?
Chapter 2 A Tool Kit on Child's Rights Programming
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2
Survival and development:
Is a multi-sectoral approach being taken in
order to address and strengthen physical, cog-
nitive, emotional, social, cultural and spiritual
development?
• Are children’s evolving capacities recog- 21
nised? Are parents and the extended family
recognised as primary caregivers?
• Are there any possible negative consequences
for different groups of boys and girls in rela-
tion to survival and development?
Participation:
• Are the views of boys and girls being incor-
porated in all stages off programming, iden-
tification, planning, design, implementation
and evaluation?
• Are the views of different groups of girls and
boys being taken into consideration and given
equal weight?
• Is relevant and accessible information provided
and are their evolving capacities respected?
• Are any special measures being taken to
encourage all children to speak out? What
kind of support is being provided in order to
help girls and boys to develop their capacity
for informed choice?
• Are government and other actors being lob-
bied to take children’s views into considera-
tion on any matters that effect them? Are
children being provided with relevant infor-
mation in a form they understand?