Professional Documents
Culture Documents
CHILDREN’S RIGHTS
A research mapping of local and informal accountability mechanisms
UNICEF
3 United Nations Plaza
New York, NY 10017, USA
Tel: +1 (212) 326-7000
Email: rights@unicef.org
2015
© UNICEF/INDA2010-00103/Crouch
Contents
Foreword 4
B. Education 14
C. Health 36
Annex Methodology 54
A. Education methodology 56
B. Health methodology 58
Bibliography 61
1. The concept of accountability 61
2. Education 62
3. Health 65
A C C O U N TA B I L I T Y F O R C H I L D R E N ’ S R I G H T S
Foreword
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A research mapping of local and informal accountability mechanisms
UNICEF therefore supports various social We hope that this report will continue to
accountability initiatives for children’s build, both for UNICEF and partners, an
rights across all regions, which include understanding of the key role that social
promoting the participation of girls and accountability has to play in addressing
boys at key levels of local government the implementation gap between
processes, as well as supporting the universal children’s rights and thus far
monitoring and tracking of budget inequitable results. Considering the
implementation through community- benefits already demonstrated by these
based monitoring. These efforts support initiatives, we must now ask ourselves
children and adolescents in fulfilling how these positive experiences
their potential as agents of change. can be expanded. With the United
They also contribute to the removal of Nations General Assembly having
barriers to quality services, extending formally adopted the 2030 Agenda for
opportunities for marginalized and Sustainable Development, along with a
excluded groups of children and families set of bold new universal and integrated
to access rights-fulfilling services, and Global Goals, the need for an equally
thus advancing equity. transformative accountability framework
becomes more and more apparent.
At a global level, the Human Rights Unit UNICEF looks forward to working with
in UNICEF Headquarters is conducting all its partners towards implementing
operational research to help build the the Sustainable Development Goals
evidence base on social accountability with a focus on equity. Reaching and
with and for children. As part of empowering those who have thus far
this work, the Unit appreciated the been left behind, will contribute greatly
opportunity to engage in 2013/2014 towards making certain that rights in
with the International Organizations principle become rights in reality.
Clinic of the New York University School
of Law in a research mapping of local
and informal accountability mechanisms
available to children and their families
in the health and education sectors. This
report provides a compilation of this
research, beginning with an overview
of the accountability framework in the
context of delivery of basic services with
a view to meeting international human
rights obligations. This is followed by
a discussion of the case studies of the Susana Sottoli
various mechanisms of accountability Associate Director, UNICEF Programme
identified as part of the mapping exercise. Division
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PART I
In this report, accountability refers to ÒÒ The actions of the duty bearers have
how duty bearers, in this context service an impact on the rights of others;
providers on whom the duty to provide ÒÒ There is an agreement or pact
basic services has been imposed, between actors to do something for
are accountable to children and their the benefit of a third party (i.e., a
families (the rights holders). The duty rights holder).
bearers should follow standards set
by international human rights laws;
specifically, the provisions of the Instruments for seeking
Convention on the Rights of the Child accountability
(CRC). Where accountability exists, the
children and their families can: Rights holders can use a variety
i. Judge whether service providers of instruments to demand or seek
have fulfilled their obligations in accountability. These include (i) sharing
light of these standards; and if not, with the media, for example, putting
ii. Ensure the service providers suffer pressure on the duty bearer by exposing
consequences for the failure to fulfil the violation of a right or the failure to
their obligations and/or demand fulfil a duty and putting pressure on the
fulfilment of the obligation. duty bearer; (ii) using community or peer
pressure, for example, to shame the duty
bearer; (iii) collecting and publishing
The basis of accountability data, for example, reporting how many
days teachers are absent in a school, in
The right to demand accountability arises order to reduce teacher absenteeism;
when a relationship is formed between (iv) complaining to an authoritative body
the rights holder and duty bearer through or person (for example, to a community
one of the following means: board or village council); and (v)
ÒÒ There has been a delegation of tasks evaluating and reporting, for example,
or power by the rights holder to the monitoring and reporting a teacher’s
duty bearer; presence in school. Often, rights holders
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PART II
CASE STUDIES
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Overview
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MECHANISM INSTRUMENT OUTCOME
EDUCATION
HEALTH
Information and dialogue Enhancing information, setting Impact on duty bearer, increased
up platform for demanding awareness of right holders and
accountability redress to the right holders
School WASH campaign Data collection, monitoring and Redress and sanction
evaluation
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Education
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TEACHER the children often are unable to access
mainstream education, they attend
ABSENTEEISM non-formal schools, known as Shishka
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During this period only, the lack of with cameras were also found to be 40
recording showing a teacher’s presence per cent more likely to graduate into
is excused. Someone is then sent to government schools.16 This suggests
replace the camera and the teachers are that teachers who turn up in school
credited for the missing day.12 are actually likely to help students
achieve their educational goals and
Additionally, Seva Mandir has a child not simply going to work to fulfil the
representative programme in which camera requirement and then not teach.
children elected from their community Moreover, teacher attendance increased
offer opinions about issues affecting for both those teachers with relatively
children’s rights in the region.13 low attendance rates before the camera
There are now approximately 5,000 project and for those that had relatively
child representatives and 35 student high attendance rates. In the camera
photographers. project schools, 36 per cent of the
teachers were present at least 90 per
Seva Mandir sustains this mechanism cent of the time. Student participation,
with the support of institutional in photographing the teachers, adds to
partnerships and donors.14 Support their involvement and empowerment.
from international financial institutions
and links to prominent research centres This mechanism clearly encouraged
are often important for local and teachers to improve their attendance,
informal accountability mechanisms, and this in turn improved students’
particularly those that are more complex educational experience. However, it
or require particular expertise and should also be noted that this way of
technical assistance. making teachers more accountable
may impinge on teachers’ rights, since
Besides providing incentives to teachers, reasons for absenteeism are not taken
collecting and publishing data allows into consideration.
the NGO and researchers to measure
the impact of the intervention, which is
crucial for evidence-based policymaking.
Research has shown that teacher
absenteeism dropped from 42 per cent
to 21 per cent.15 Students in schools
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TEACHER help to mobilize community pressure to
address high absenteeism. Importantly,
ABSENTEEISM the drawings should make school more
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TEACHERS IN MEDIA that media exposure or the possibility of
it deters misconduct. However, critically,
TRIALS21 the media should carry out independent
research before airing stories. As a study
In India, keen media interest in school from Norway suggests, schools that are
scandals as well as rankings and singled out by the media might panic or
effectiveness provides an opportunity react with hostility towards the media,
for students and parents to air their and then there is no real improvement
concerns publicly. in the situation.24 Moreover, media
coverage may result in the information
In this mechanism, students and being sensationalized or distorted and
parents can inform the media about could have serious repercussions such
the lack of services or misconduct of a as allegations of libel or unfair damage
teacher. Ideally, the allegations should to people’s reputations.25
be supported by students recording
teacher abuses on their phones.22 The
availability of relatively cheap mobile
phones with recording devices can
empower students and the recordings
can provide an important source
for the media. If the media take the
issue up, politicians, administrators
and teachers often feel the need to
respond. This could result in sanctions
against the school, the suspension or
dismissal of a teacher, and/or the school
administration changing its policy.23
Moreover, anecdotal evidence suggests
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Community-based performance
monitoring (CBPM) generally has three
distinct phases, a community plenary
meeting, an intermediate output
preparation and an interface meeting.
44 ] Ibid., at p. 847. This again points to a conflict in the 45 ] For a general genealogy of the CBPM idea, see Walker,
study of informal and local accountability mechanisms: David W., ‘Citizen-driven Reform of Local-level Basic
successful strategies will often be adopted by more Services: Community-based performance monitoring’,
formal institutions, and formalization may often help their Development in Practice, 19(8), 2009, 1035–1051.
effectiveness. 46 ] Ibid., at p. 1042.
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supporting the reintegration of girls who Therefore school mothers can play a
have dropped out of school. In northern vital role in ensuring a girls’ right to an
Uganda, School Mothers projects are education. As respected members of
operating in at least 42 schools.58 their community, they have the authority
to take any complaints to stakeholders.
Typically, school mothers visit girls In this way the school mothers serve as a
returning to school after pregnancy link between the duty bearers (teachers,
every two weeks. In some instances, parents and caretakers) and the girls (the
they also visit homes, particularly those rights holders). In the future, perhaps
of girls who have dropped out of school, the School Mothers scheme could be
to stress to parents the importance of formalized in the education system, and
education for their daughters. In one a female counsellor could be designated
case study, it was reported that the to be available at school.60
school mothers’ visits led to parents
talking less frequently about marriage Although there is no data available on
and, instead, encouraging the girls substantive outcomes in Uganda, in
to attend school.59 Furthermore, South Sudan, school mothers improved
school mothers provide sexual health enrolment and retention rates as well
education, particularly on HIV, which is girls’ performance in class.61 There were
usually given to both girls and boys. 13 per cent more girls than expected in
schools with a School Mother scheme
58 ] Africa Education Trust, Empowering Village Education
– Improving Enrolment and Retention of Girls in Primary 60 ] This is not unlike many of the counselling initiatives that
Schools in South Sudan (2010), available at <http://www. have been made in industrialized countries.
africaeducationaltrust.org/userfiles/AET%20EVE.pdf>. 61 ] Africa Education Trust, see footnote 58, at p. 6, pp.
59 ] Ibid., at p.15. 9–19.
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SCHOOL REPORT such as those who are illiterate and/or
poor, are not discriminated against. A
CARDS conscious effort to include all parts of
society is therefore necessary.85 In the
School report cards have been widely Philippines, Pro-Poor Service Report
used to make schools more accountable Cards made an effort to do this. Some
to parents and the government and to 1,200 households were asked about a
guide policy makers. They are filled variety of concerns including school
out by parents, and in some instances enrolment, dropout rates, perceived
the schools provide more general educational quality, tuition fees, class
information on school financing, audit size, textbook availability, and the
findings and a school’s record of income effectiveness of the parent teacher
and expenditures.83 association. The Pro-Poor Service
Report Cards revealed that the poor
Report cards can be used to compare were dissatisfied with the education
school performance. For example, their children received, which led to the
schools can be ranked by size, student- government using this information to
to-teacher ratio and performance on final amend its education policy.86 This serves
examinations. This is useful information as a strong example of a successful
for policymakers and empowers parents bottom-up demand for change with a
to make more informed decisions about top-down implementation approach.
school choices for their children. The
information can be shared directly Overall, report cards have been able to
with parents through notes and reports offer redress to parents and children
sent to student homes, or more widely (rights holders) and can empower them
during public events and through the to demand more accountability and to
media.84 Then, this can be followed up encourage the sector to better fulfil their
with parent/teacher meetings to discuss duties in the future. Moreover, if school
the findings. This should keep schools choices exist, further pressure is put on
accountable to their communities and schools to rank high to attract students.
may lead to the schools making the However, ranking and external pressures
necessary improvements. to improve relative standing may cause
some schools to ‘game’ the system.87
The main challenge is to make sure the
cards are published or made available
to everyone, and that the marginalized,
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Moreover, as a place
where community
members can come
together with their
children, after-school
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community
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A research mapping of local and informal accountability mechanisms
These schools were set up as the operates the school, the objectives of
Zapatista felt the public schooling had the Zapatista autonomous schools are
limited success in their area, which led to: (i) protect indigenous culture; (ii)
to disproportionately high illiteracy protect indigenous values; (iii) protect
levels. Amongst their community, an indigenous languages; (iv) protect
estimated 18.4 per cent of people above indigenous rights; (v) promote sexual
the age of 15 could not read compared equality; (vi) make education relevant
to the national average of 7.6 per cent.94 to rural concerns; and (vii) strengthen
Instead of seeking ways to hold duty communities’ independence.98
bearers accountable for education,
the Zapatista chose to leave the public Regarding redress and empowerment,
school system and establish their own, the Zapatista schools represent a case
independently administered, schools.95 of a marginalized group looking for
redress by opting out of the general
The Zapatista schools focus on teaching education system. Although comparison
indigenous history and subjects that are of Zapatista schools with government
relevant for small farming communities schools is difficult because they each
in Mexico.96 More generally, the have different curricula, the literature
Zapatista schools are based on ‘critical seems to consider the Zapatista
pedagogy’ which is similar to the schools favourably.99 The schools allow
Reflect mechanism and the teachings students to identify with their local
of Freire mentioned in the earlier case community, learn practical skills and
study. The teachings are also based on improve their knowledge of the native
Henry Giroux’s idea “that teachers must language. However, more general
address aspects of the everyday lives of data show that their success varies
the students in order to make education and often depends on highly specific
meaningful, critical and emancipatory.”97 cultural and socio-economic factors in
the communities concerned. Moreover,
According to the Regional Education opting out of an established system in
Committee and the Council of Good response to failures of duty bearers may
Government, which in large part be difficult to replicate in communities
which lack financial means and
94 ] Instituto Nacional de Estadística, Geografía e organizational capacity.
Informática (INEGI), Censo General de Población y Vivienda
2010 (Census of Population and Housing 2010), INEGI.
95 ] Community schools, often operated by NGOs, are
numerous throughout the world. Such schools represent
minorities, and constitute a local response to dissatisfaction
with the education system.
96 ] This can be criticized, as the schools probably cut off
many of the children from the more formalized system of
the Mexican State. However, the Zapatista opposition to the
government and individualistic tendencies of globalization
generally make that result a conscious choice of the
community.
97 ] Schenker, Sarah Dee, see footnote 93, at p. 442, citing
Giroux, Henry, Theory and Resistance in Education: Towards
a pedagogy for the opposition, 1983, Bergin & Garvey, South 98 ] Ibid., at p. 435.
Hadley, Mass., United States. 99 ] Ibid., at p. 440.
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INCLUSIVE first move for any sort of inclusion for
persons with disabilities is orienting
EDUCATION AND peoples’ minds and attitudes towards
the capabilities of persons with
COMMUNITY disabilities.”101
OUTREACH100
To ensure more accountability for
In Guyana, children with disabilities are the rights and needs of children
often excluded. A Guyanese policymaker with disabilities, a community-based
remarked: “Our culture, our attitude… inclusion outreach programme worked
all of these things are a part of what with school authorities to target specific
hampers the progress of children with organizations,102 namely churches, health
disabilities. Specifically in this country… centres and sports clubs, promoting
once we recognize the person has a inclusion of children with disabilities.
disability we say, ‘Well, they can’t do Parents of children with disabilities were
anything educationally’ you know, and also invited to community gatherings to
we put them in the background …the talk about their challenges and to take
© UNICEF/ZIMA2011-00004/Pirozzi
100 ] O’Toole, Brian, ‘Guyana: Involvement of volunteers, 101 ] Ajodhia-Andrews, Amanda Devi, Inclusive Education
parents and community members with children with in Guyana: Perspectives of policy makers, teachers, and
special needs’, in Making It Happen: Examples of good parents of children with special needs, available at <http://
practice in special needs education and community-based www.ecdgroup.com/docs/lib_004491335.pdf>.
programmes, 1994, United Nations Educational, Scientific 102 ] Peters, Susan J., Inclusive Education: An EFA
and Cultural Organization, Paris, at pp. 25–31. Generally strategy for all children, World Bank, 2004, available
most mechanisms targeted disability either on awareness at <http://siteresources.worldbank.org/EDUCATION/
campaigns or institutional inclusion. For a good example, Resources/278200-1099079877269/547664-109907999
see UNICEF, Examples of Inclusive Education: Bangladesh, 3288/InclusiveEdu_efa_strategy_for_children.pdf>.
available at <http://www.unicef.org/rosa/InclusiveBan.pdf>.
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Health
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BOLIVIA: and treatment charges imposed on
patients on the grounds that the hospital
Information and should have received reimbursements
dialogue105 for the associated costs from insurance
companies. A dialogue between the
The mechanism described here focuses hospital and community members
on making rights holders aware of revealed that the mayor had not
their rights by directing information to reimbursed the hospital for its expenses
vulnerable communities and facilitating as mandated under the insurance
dialogue between rights holder and duty scheme. A joint effort by the community
bearer.106 In this example, an NGO assisted and the hospital led to the hospital
community members in organizing receiving the funds as well as the
collective actions, including meetings provision of free medical services for
and negotiations with authorities, and pregnant women and children.
provided a platform for community
members to voice their concerns. Before this programme was created, it
was impossible for community members
For example, in Oruro, Bolivia, the to demand provision of free health care
NGO Save the Children set up a health because they did not know that they
information centre to provide the were entitled to free healthcare services.
community with information about By raising awareness and providing a
maternal and child health issues. Groups platform for a dialogue between service
or individuals could approach the providers, duty bearers and rights
information centre on any health-related holders, this mechanism led to the
topic and receive information. Through immediate realization of the rights of
this information centre, community community members including children
members learned about insurance and their families.107 It also led to the
concessions provided under a national duty bearer (the mayor) fulfilling his
health insurance scheme for pregnant obligation.108 This mechanism has also
women and children under the age of set a precedent for people taking an
5 in all hospitals. Subsequently, they interest in community affairs who may
questioned the hospital consultation undertake collective action in future
cases of rights violations.109
105 ] Howard-Grabman, Lisa, et al., ‘A dialogue of
knowledge approach to better reproductive, sexual and child Another similar mechanism, Tomando
health in rural Andean communities’ in Andrea Cornwall
and Alice Welbourn (eds.), Realising Rights: Transforming Decisiones (Making Decisions), focuses
approaches to sexual and reproductive well-being, 2002, Zed
Books, London; cited from George, Asha, Accountability in on sexual and reproductive health
Health Services: Transforming relationships and contexts,
Harvard Center for Population and Development Studies,
Working Paper Series 2003, Vol. 13, No. 1.
107 ] Ibid., at p. 167.
106 ] George, Asha, ‘Using Accountability to Improve
Reproductive Health Care’, Reproductive Health Matters, 108 ] Ibid.
11(21), 2003, 161–170. 109 ] Ibid.
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110 ] Save the Children, “Tomando Decisiones”: 113 ] ‘Nuestros Cuerpos Nuestras Decisiones’, CARE, Save
Empowering youth in Bolivia, June 2009, available at <http:// the Children and United States Agency for International
www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c- Development, 2003, cited in Save the Children, “Tomando
9bd0-df91d2eba74a%7D/Tomando-Decisiones-Empowering- Decisiones”: Empowering youth in Bolivia, June 2009.
Youth-in-Bolivia-Brief-2009.pdf>. 114 ] Ibid.
111 ] Ibid.
112 ] Ibid.
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their knowledge and skills, but also Additionally, to reduce the time lag
created a peer network. As a result, the between identification of faults and
mechanics were able to work together rehabilitation of the hand pump and
to resolve defects that were too complex to increase the availability of accurate
for one mechanic. and reliable records, a coalition of
organizations, including the Triple-S
Furthermore, because it is local, an Uganda, Makerere University and SNV
association of this kind can easily track Uganda, launched the Mobile Phone
down inadequate repairs and hold for Improved Water Access project in
mechanics accountable for lack of October 2011.129 Under this scheme,
service or indiscipline. The association each water source is allocated an
can also hold the district water office identification number displayed on a
accountable for its expenses. And the sticker. The hand pumps are grouped
people who are affected by broken according to their geographical location,
hand pumps can directly hold the ranging from sub-county level down
association accountable for the to village level. Each sub-county is
work carried out by them by making allocated a hand pump mechanic who is
announcements through radio and also provided with a mobile telephone
using a mobile phone.127 For example, fitted with the project software. When
the Kasese association has provided a community member (rights holder)
the community with contact telephones identifies an issue with a hand pump,
so they can report a mechanic who he or she sends a text message to
cheats them or does a poor job. Such a prescribed code, indicating the
mechanics may be penalized at the identification number of the hand
discretion of the association.128
129 ] Nabunnya, Jane, et al., Community Management of
Water Services: Approaches, innovations from Lango &
127 ] Ibid. Rwenzori regions, Triple-S Uganda (Sustainable Services at
128 ] Ibid. Scale), 2012.
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pump. When the system receives the Environment, which is now in the
notification, it automatically generates process of setting up similar associations
an SMS, which is sent to the relevant across Uganda.133
mechanic’s phone. Upon receiving the
information, the mechanic is expected to Moreover, due to the effectiveness of
investigate the problem and advise the the associations and the training, the
community on the necessary action.130 government has started contracting
the association for rehabilitation,
While a formal assessment of the project maintenance and repair of hand
is pending, a reduction in the timeline pumps.134 The contracts were previously
and an improvement in the recording outsourced to contractors outside the
system of hand pumps has already community at expensive rates. This
been reported.131 has given hand pump mechanics an
incentive to do a good job and has led to
This mechanism focuses on front-line a decrease in costs for the government.
service providers and empowers them These contracts are entered into by
to provide rights holders adequate the association and the district water
services. It is now implemented in the office.135
Yumbe, Adjumani, Arua, Kyenjojo,
Kasese, Adjumani and Kabong Districts In this mechanism, the empowerment
of Uganda. The key actors are private of the duty bearer is as essential as
sector providers, Consultancy for Rural the empowerment of the rights holder.
Enterprises and Activity Management It could be implemented to improve
(an NGO) and individual hand pump accountability and service provision in
mechanics. any situation involving service providers.
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ACCESS TO For example, the women were taught
how to hold a meeting, to speak in
HOSPITALS BY public, and to address and interact with
government officials. The women were
MINORITY WOMEN136 also taught basic skills in maternal and
child healthcare. A doctor involved in
The objective of this mechanism is the training provided each woman with
to empower marginalized women in a signed and stamped sangha badge
Andhra Pradesh, India. The assumption ‘legitimizing’ their acquired skill.139
is that changing the self-conception of Additionally, each women’s group
marginalized groups and individuals will was encouraged to choose a sign or
lead to increased confidence, recognition symbol as an identity to symbolize their
of entitlement and ultimately to a collective strength. These symbolic
demand for accountability.137 measures boosted their self-esteem and
built their confidence.
In Andhra Pradesh, women from the
‘lower castes’ have been isolated Thus, this mechanism seeks to help
and forbidden entry into many public women from lower castes gain visibility
areas, including hospitals and clinics. and identity with the goal of improving
Their lack of voice and visibility meant basic health services to lower-caste
that their rights were ignored and communities. Anecdotal evidence
unacknowledged by most authorities.138 suggests it has had a major impact. For
Consequently, they receive poor example, subsequent to the training,
maternal and child health care. when a member of the Sangha who
needed emergency medical care was
In response, the Academy for Nursing prevented from entering the hospital, the
Studies organized women from lower women protested, flashing their Sangha
castes into women’s health groups, badges at the hospital guards who, taken
known as Mahila Arogya Sanghas. They aback, let them proceed. This incident
provided the women with training, both ensured that the sick woman
focusing on developing their social skills received timely medical care, which
to boost their communication skills with would not have been possible without the
health workers. Sangha badge, and also set a precedent
for all the women of the village. Sangha
badges came to symbolize the women’s
136 ] George, Asha, ‘Accountability in Health Services:
identity, power and qualifications140
Transforming relationships and contexts,’ Harvard Center for and furthermore, Sanghas’ collective
Population and Development Studies, Working Paper series,
Vol. 13, No. 1, 2003. presence dissuaded health workers
137 ] Barnes, Marian, ‘Users as Citizens: Collective action
and the local governance of welfare’, Social Policy and
Administration, 33(1), 1999, 73–90. 139 ] Ibid.
138 ] Ibid. 140 ] Ibid.
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10 per cent of the mothers who were They defined performance by a set of five
taught by the health workers the key activities which have a potentially
previous month. The performance of the high impact on the population’s health
mothers during the test determined the status: curative consultations, institutional
compensation of the health worker.154 deliveries, antenatal visits, family
This motivated the health workers to planning and child immunization.159 For
ensure that the mothers understood how each of these activities, the NGOs paid
to treat diarrhoea at home. Some health a fee for the service. They also set up a
workers made the mothers demonstrate steering committee comprised of key
the process to ensure that they had partners to monitor performance of the
learnt correctly. This was reflected in the health facilities.160 They designed the
improved performance of the mothers committee to give staff more decision-
and reduction in infant mortality due to making rights regarding general
diarrhoea.155 However, it was difficult to management of the health centre, and
attribute the reduction in infant mortality a variable bonus scheme for individual
only to the incentives.156 health workers was introduced.
The output based incentives were also The initiative was established in a
used in Rwanda, in the Kabutare and multilateral contract for each health
Gakoma Districts, to address absenteeism facility in which all stakeholders,
of health workers, disrespect for health professionals included,
users, and improper management.157 committed to assist the facility in
HealthNet International, Netherlands, improving its performance, and the
in association with Médecins Sans facility committed to providing the
Frontières, Belgium,158 provided funding best services to the population.
and supplies to health centres which
established a new incentive structure, The health centre activity reports
instituting a fixed bonus to the facility submitted to the district health offices
based on its performance. were used to assess the results and
consequently the payment made to that
health centre which in turn determined
154 ] Ibid. It essential to make sure that these incentive the remuneration of the staff.
mechanisms do not violate the rights of the duty bearers as
employees or workers.
155 ] Ibid. See also Chowdhury, A. Mushtaque R., and J. The impact of each procedure on
Patrick Vaughan, ‘Perception of Diarrhoea and the Use of a
Homemade Oral Rehydration Solution in Rural Bangladesh’,
performance cannot be assessed before
Journal of Diarrhoeal Disease Research, 6(1), June 1988, the overall performance of the health
6–14.
156 ] Ibid. centre improved.161 However, one of the
157 ] Meessen, Bruno, Jean-Pierre I. Kashala and risks of this mechanism was exaggerated
Laurent Musango, ‘Output-based Payment to Boost
Staff Productivity in Public Health Centres: Contracting in data by the staff members in the report.
Kabutare District, Rwanda’, Bulletin of the World Health
Organization, 85(2), February 2007, 108–115.
159 ] Ibid., at p. 1307.
158 ] Meessen, Bruno, et al., ‘Reviewing Institutions of
Rural Health Centres: The performance initiative in Butare, 160 ] Membership of the steering committee was not
Rwanda’, Tropical Medicine & International Health, 11(8), disclosed in the study.
August 2006, 1303–1317. 161 ] Ibid., at p. 1307.
47
A C C O U N TA B I L I T Y F O R C H I L D R E N ’ S R I G H T S
48
A research mapping of local and informal accountability mechanisms
Additionally, it
provided information
to all health workers
in the region, gave
assistance and
guidance, and
developed strategies
in preventive and
curative care for
health workers
and community
workers.172
Furthermore,
this software has
helped community
workers in many
areas of their work,
notably to monitor
pregnant women,
manage childbirths,
monitor newborns,
© WHO/2011/T.Moran
and screen children
under the age
history. This project is funded in part of 5 for malnutrition and control
by the UNICEF Innovation Fund,170 and immunizations.173 Based on the collated
also through partnerships with local information, the community health
telecommunications companies who workers have generated statistics
facilitated a toll-free number to ensure and organized significant community
free-of-charge communication health events aimed at reducing child
between community health workers and maternal mortality rates.174 Since
and their communities.171 October 2010, 10,000 children and
5,000 mothers were registered in the
This software helped remove one of the ChildCount registry.175
primary problems of invisibility. The
patient could be checked for progress
and later enrolled into awareness or
community health programmes.
172 ] See ChildCount:
Empowering
Communities
to
Improve
Child
Health available at <http://healthmarketinno-
170 ] <http:www.rapidsms.org/overview/projects/ vations.org/program/childcount>.
childcount>.
173 ] Ibid.
171 ] Heatwole, Anne-Ryan, ‘ChildCount: Monitoring
children’s health through SMS’, available at <http:// 174 ] Ibid.
mobileactive.org/case-studies/childcount>. 175 ] Gentile, Sal, see footnote 169.
49
A C C O U N TA B I L I T Y F O R C H I L D R E N ’ S R I G H T S
8
WATER, SANITATION under the Ministry of Water and
Irrigation, World Sanitation Programme,
AND SOLID WASTE community members responded to
a survey about service provision and
SCORECARDS176 their perception of service quality.
Secondly, focus groups composed
As policymakers are often distant from of special interest groups (including
the reality on the ground, scorecards high-income and low-income groups,
help policymakers to prioritize concerns youth, men, women and local leaders)
voiced by the community members and provided qualitative information that
to undertake the necessary measures complemented the survey results.180,181
to correct the problems in the health-
care system.177 In some cases they have The results revealed important
also promoted greater dialogue and information about the water and
consultation between the government sanitation system. Most users were
and the rights holders.178 aware of the poor quality of the water
50
A research mapping of local and informal accountability mechanisms
51
A C C O U N TA B I L I T Y F O R C H I L D R E N ’ S R I G H T S
© UNICEF/NYHQ2012-1025/Pirozzi
The peer group elected a focal point, to deal with them. For instance, one
who coordinated the group’s activities of the beneficiaries in Ndera, on the
and helped identify problems and find outskirts of the capital, Kigali, explained
solutions collectively. The promotion of a that the community presumed this
collective identity also helped empower project to be similar to other funding
group members to protect each other projects. However, instead of providing
against ill-treatment by society.189 funds directly, the project educated the
members on the concept and process
The project did not seek to provide of bank loans.190 The project aimed at
immediate solutions to the problems showing ways for individuals to find
in the community but aimed at solutions by themselves.
empowering the members to seek
solutions by building their capacity
52
A research mapping of local and informal accountability mechanisms
10
ACCESS TO WATER The rationale and aim of the project is that
since every member contributed to the
FOR MINORITIES191 project, no person can be restricted from
accessing any of these facilities. This
In Nepal, the exclusion of the so called lower- reduces gaps in the access and delivery of
caste citizens from using local and easily rights, in addition to setting an example for
accessible water facilities meant that women all future projects.
had to travel long distances to get water. 192
53
A C C O U N TA B I L I T Y F O R C H I L D R E N ’ S R I G H T S
Annex
Methodology
54
© UNICEF/AFGA2007-00539/Noorani
A research mapping of local and informal accountability mechanisms
We faced the problem of a) The test of informality we adopted was
representation and b) consolidation that a mechanism would be considered
of rights. Most of the rights were informal where it was not completely
represented by parents or communities. ‘controlled’ or ‘operated’ by the
Most mechanisms relied on informal government or its agencies. We have
communication by children of any also included mechanisms that may be
breach to their parents or direct partially funded by governments or may
identification by parents or community be informally approved by a government
members of such breaches. Further, for the purposes of implementation.
in relation to health, there was no
distinction drawn in most of the
mechanisms between the rights of
children and adults.
The mechanism was determined to be The mechanisms provide a remedy
local if the group of people helped by to an existing problem. Most of these
the mechanism was small relative to mechanisms were triggered or brought
the population of the country and where into existence as a consequence of
the mechanism identified a common studies and reports identifying the
association to a particular region, village problem, as opposed to arising in
or town. response to a specific complaint or a
particular incident of breach of rights.
The report can be modified to reflect
the fact that some of the procedures
and mechanisms included address
future breaches and consist of
preventive rather than retroactive
measures of redress.
55
A
A C C O U N TA B I L I T Y F O R C H I L D R E N ’ S R I G H T S
Education
Methodology
56 © UNICEF/INDA2013-00442/Romana
Accountability in education has received Sample of string
a lot of attention over the last decades, searches
triggered in part by school reform
programmes in the United States To facilitate dialogue about future
and Europe and a new push towards directions of the research, we have
international comparison of state provided samples of string searches
performance in different spheres of that we have run. Sources for this
education. As a result, much insight into research were JSTOR, Google Scholar,
the working of schools can be found in Google, Google News, AllAfrica.com,
the literature discussing these trends. ProQuest and using works cited in
relevant footnotes.
In the developing world, many different i. Homework assistance education
approaches and avenues into improving developing countries
education are being assessed. The ii. Homework assistance India
interdependence of different approaches, iii. Developing countries homework
an issue that has been mentioned assistance
generally in the methodology section, iv. After-school help development
deserves further consideration. education
v. Education accountability
vi. Substitute teacher Africa
vii. Substituted teacher education
development
viii. Education in India case study
ix. Boarding school community
developing country
57
B
A C C O U N TA B I L I T Y F O R C H I L D R E N ’ S R I G H T S
Health
Methodology
58 © UNICEF/PFPG2015-3334/Sokol
The mechanisms in the health sector are Sample of string
grouped, as previously in the education searches
section, into the four general categories
discussed in our methodology: (1) effect As in the section on education, we
on duty bearer, (2) redress to right have provided samples of string
holders, (3) enhancement mechanism searches to facilitate dialogue about
and (4) community engagement. The refocusing the research.
mechanisms are also grouped into one i. Health care for children
of three subsectors: (1) medical care and ii. Foster care and street children health
nutrition, (2) water and sanitation and (3) care
child and maternal care. iii. Health care and children
iv. Nutrition and children
v. WASH implementation
vi. Schools and sanitation involving
parents
vii. Complaint forums for children
viii. Electoral mechanisms for children
59
A C C O U N TA B I L I T Y F O R C H I L D R E N ’ S R I G H T S
60
© UNICEF/AFGA2007-00878/Noorani
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CHILDREN’S RIGHTS
© UNICEF/NYHQ2015-1061/Nybo