‘Children as Agents of Change Project’: Final Project Evaluation Report

Background   
The Project aimed to work with rights holders, i.e. children, as well as their duty bearers, i.e. teachers, parents, community members and local government staff. Children would benefit from the project in terms of increased knowledge and understanding of their rights, whereas adults would benefit through enhanced understanding of children’s rights and initiatives which are designed based on the best interests of their children. The action aimed to empower children to play a leading role in their own development and the development of their communities by building knowledge and developing their skills and capacities to provide meaningful inputs to decisions regarding the fulfilment of their rights. The Project also aimed to enhance meaningful participation of children in the UNCRC reporting process by working with the NCMC.

Purpose/objective
(including evaluation questions)   
 This evaluation had four objectives: 1. Assess the Efficiency and Effectiveness of the project, reviewing achievements against planned objectives and outputs; 2. Assess the direct management of the project activities by the MoES and the NCMC and the indirect management and technical support role by Save the Children International, including analysis of levels of understanding and capacity, challenges and lessons learnt; 3. Assess the intended and unintended Impact of the project, using Save the Children’s Theory of Change; 4. Assess the Relevance and Sustainability of the project model for the next phase of the programme, developing key recommendations for the continuation of the project activities.

Methodology   
Desk review followed by a combination of participatory research tools and methods (e.g. Semi-structured interviews, focus group discussions, time lines, role plays, participatory observation, statements, and H-assessments) with national/provincial/district government officials, programme staff, FLAMES, school principals and teachers, Village Education Development Committee (VEDCs), parents, child led group members and students who are not part of the child led groups).  [1]

Key findings   
Government partners are on board at different levels in actually providing space for children, recognising their ability and listening to them. The Project established 3 child led groups, involving approximately 80 children over 2 years – 6 more groups were established at the end of the project. These children have gained confidence, respect and appreciation from adults, including their teachers and parents, they improved their school performance and increased their knowledge on children's rights and skills in communication and performance. Some adults in the direct environment of the child led group members have shown a change in how they treat children, being more respectful and willing to listen and using less harsh forms of discipline. Small improvements have been made in children’s space for participation and citizenship although it is - as can be expected within the Lao social cultural context - still very much controlled and directed by adults, especially their teachers. Duty bearers who were trained on children's rights recognise, to a certain extent, the importance of children's participation and children’s involvement in decision making. However, the level of understanding of what constitutes meaningful participation and involvement in democratic decision making processes appears to be rather limited, especially at the community level.  First steps have been made towards meaningful children's participation within the UNCRC reporting mechanism through training of government officials, and efforts to consult with students for the Optional Protocols reporting.  One of the most significant outcomes of the Project was that it provides some proof that children, when provided with opportunities to express themselves and to be engaged, will become more responsive and learn more and faster than through conventional methods of teaching and interaction.

Recommendations    
 1. A rethink for the design should be made in terms of what realistically can be achieved within the current context, looking at the rural social cultural context, the school environment, the current levels of understanding about children's rights and children's participation in particular among professionals and community members.  2. Improve inclusiveness of the child-led groups (selection process needs a complete overhaul, with appropriate training of DEB, principals and teachers regarding facilitation of children's participation, including participatory and non-discriminatory selection of child led group members).  3. Expand groups to secondary school; 4. The curriculum of the training on children's rights for both adults and children should be reviewed to ensure a wider and more in-depth cover of children's rights. 5. Build capacity at provincial level for child and youth group support. 6. Work towards more coordination and integration between the different sector programmes and projects. 7. Continue to strengthen the knowledge and skills of FLAMES based on assessments by FLAMES’ members and provide technical support to include coaching, mentoring and supporting FLAMES in sharing experiences and reflection. 

Follow up (with reference to Action Plan) 
(i) Support to children to do their own participatory action research on their own child rights priorities.; (ii) Exploring specific local opportunities for children’s engagement at community and district decision making mechanisms; (iii) Exploring working with older children – or a continuation of existing groups when they move to secondary school; (iv)  Improving selection process for child led groups; (v) Tailored/ more consistent support /training for teachers and DEB on facilitation of children’s participation and the development of democratic, more inclusive selection processes; (vi) Child rights training curriculum review;  (vii) Exposure for NCMC to child led group activities for CRC reporting; (viii) Organisational development and technical capacity building of FLAMES; (ix) Support for national mechanism to include children in NCMC UNCRC reporting process.