‘Children Government Project’- End Project Evaluation

Background   
Albanian reality in respecting children’s rights to participate in the formulation and implementation of all development policies and efforts affecting their own lives is far from being satisfactory. Research shows that in Albania, children’s right to participation is constantly violated even though Albania has signed CRC in 1992: the children are not considered citizens with the right to be heard by adults and Government representatives in any process of formulation or implementation of development policies especially in the field of education, with the mentality that children are to listen and not to be listened to. Children’s participation in school affairs is limited partly because of teachers’ lack of interest resulting from low wages and little or no investment in in-service training and partly practices inherited from the past regime. The most common approach is that children are just informed by the adults with no voice of their own. Main findings of two midterm evaluation studies made by SCiA during 2007-2008 show visible differences between SCiA projects’ schools and others regarding the CG election process, children’s attitude in the process, concrete work plans of CGs separated from the school plans etc. CGs in the project districts have shown some influence on school governance and have increased inclusive activities for and with marginalized children applying gained knowledge on inclusion issues and organizational and communication techniques. A different situation was reported in schools out of SC network. CG-s don’t have yet the necessary power and voice in the school life, decision making, drafting of school annual plans and development plans, extracurricular activities, conflict resolutions, etc
The aim of the project implemented by Save the Children was the increase of children’s independence and participation through the supporting of Children’s Governments in 60 rural and urban schools in 6 regions: Dibër, Durrës, Elbasan, Gjirokastër, Korçë and Vlorë. The evaluation of this project focused on the following issues:

Purpose/objective (including evaluation questions)   
The main objective of this Evaluation is ‘to discover whether SC Project that aims to promote, strengthen and institutionalize child participation in education has produced the intended outcomes. The evaluation identified the relevance, effectiveness, efficiency, impact and sustainability of the implemented project.

Methodology    
The Evaluation methodology comprised both quantitative and qualitative analysis, which were carried out through focus groups, individual interviews, surveys and desk-research The Evaluation encompassed a systematic desk-review of Project documents and other materials that were be deemed relevant (e.g. background studies on child participation in Albania, project reports and donnor reports). The desk-review identified both quantitative and qualitative data that contributed to the Evaluation analysis.
In this evaluation report we have used the qualitative method of data collection through semi-structured interviews conducted with teachers-coordinators and representatives of the REAs and through focus groups organized with representatives of the Children’s Governments.

Key findings   
• There is more awareness, both within the SC supported schools and outside them compared to schools not supported by SC, about the importance of Children’s Government for a better participation and engagement of children, which increases the quality of teaching in schools and forms responsible citizens.
• The Children’s Governments have a better knowledge on the structures functioning within the school as well as on their rights.
• Children and teachers coordinators also report cases of unsupportive teachers and school directors towards Children’s Governments. This is due to an underestimation of this structure from their side and the little trust they have in it.
• The Children’s Government has created a positive model in schools because it helps the other structures of the school address the different problems and needs that arise during the year and has increased the trust of the students of the school in this structure.
• Parents have more information on Children’s Government. They have cooperated with and supported their children in being important actors in the implementation of activities. Trust in parents and in the community has also increased.
• The impact of Children’s Governments activities has been noticed also in the community. The response of the community and the way it supports Children’s Governments has also improved. 
• In all the regions there are initiatives for the inclusion and integration of Roma children or children belonging to other marginalized groups. Roma children continue to be more in a passive position, waiting for the others to plan and carry out activities for them.  The level of trust among Roma children has increased.
• The Children’s Government participates in the meetings of the School Board. In most of the cases they report to be more present as listeners rather than get involved in discussions and decision making.  
• The opinion of Children’s Governments is asked about free hours that are used for activities at school level.  

Recommendations  
• There should be a better activating and engagement of Children’s Government in didactic and educative activities and children must be included in activities in which they can share experiences with each other
• Children must learn more about the duties resulting from having and implementing their rights, as lately there has been a larger focus on children’s rights
• The teacher-coordinator must be given some specific hours to work with Children’s Government
• There are no specific guidelines for Children’s Government. It needs to be formalized as a structure. A presentation of the Children’s Government must be made at the beginning of the academic year with teachers, parents and all the rest of the school, in order for all parties to get to know this structure as they know the school directors and academic staff.
• The School Directorate and the School Board must allocate part of the yearly budget to the Children’s Government
• Children’s Government skills in identifying and addressing problems within the schools must be further developed. Support from the organization Save the Children must continue as this is a new structure which still needs to be supported and strengthened. “We are in the process of awaking; we are not ready to be left by Save the Children”
• Cooperation with community and parents must be strengthened. Successful models of Children’s Government must be piloted
• There should be more publications based on successful stories and experiences built in years
• Capacities of Children’s Government in sharing problems and developing discussions (providing arguments) during the School Board meetings and cooperating with other actors out of the school (local and central government institutions, NGOs) must be increased

Follow up (with reference to Action Plan) 
Communication and dissemination of findings

Findings were shared within SC Albania staff, representatives of Children Governments and lessons learnt incorporated in strategy document and in SCiA education program for 2013-2015.