e Do the activities establish mechanisms for the participation of children and

E do the activities establish mechanisms for the

This preview shows page 36 - 38 out of 41 pages.

e) Do the activities establish mechanisms for the participation of children and their families in the design, implementation and monitoring of programmes? Do they establish mechanisms for feedback from the crisis-affected community? f) Are activities designed in a way to build the capacity of rights holders and duty bearers and thus promote sustainability? g) Are the activities carried out at micro, meso and macro levels in order to affect long-term change? Outcomes: a) Do the intended outcomes aim to affect institutional and/or behavioural changes? (i.e. a change in the performance of rights-holders to exercise and claim their rights, and of duty- bearers to respect, protect and fulfill these rights)? b) Do outputs describe new skills and abilities, products or services that address the capacity gaps of rights holders and duty bearers? 36
Image of page 36
DRAFT – Toolkit on Child Rights in Humanitarian Crises and Post-Crisis Transition, July 2012 SELECTED RESOURCES ActionAid International, 2006. Tsunami Response: A Human Rights Assessment , PDHRE, People’s Movement for Human Rights Learning, Habitat International Coalition – Housing and Land Rights Network. - 62AF68D2E6FD/0/actionaid_tsunami_hro_jan2006.pdf Brookings Institution,2008. Human Rights and Natural Disasters: Operational Guidelines and Field Manual on Human Rights Protection in Situations of Natural Disaster. Childe, M. & Theis J. 2004. Rights-Based Approach to Emergencies . Draft. Save the Children Sweden. Christoplos, I. 2006. Links Between Relief, Rehabilitation and Development in the Tsunami Response: A Synthesis of Initial Findings . Published by the Tsunami Evaluation Coalition. CIDA, 2004. Children's Participation in Humanitarian Action: learning from zones of armed conflict . Document prepared for the Canadian International Development Agency (CIDA) by Jason Hart, Refugee Studies Centre, University of Oxford February, 2004 Cohn, Ilene, 2005. UN Efforts to Promote Child-Conscious Peacemaking and Peacekeeping: A step towards improving the lives of war-affected children, Ohio State Journal on Dispute Resolution, 99 Darcy, J. 2004. Human Rights and Humanitarian Action: A review of the issues, A background paper prepared for the workshop on Human Rights and Humanitarian Action convened by the IASC Sub- Working Group and co-hosted by UNICEF, the UN High Commission for Human Rights and ICVA. Geneva, April 2004. Humanitarian Policy Group, Overseas Development Institute, London DFID, 2004: Learning to Listen. DFID Action Plan on Children and Young People’s Participation 2004- 05 . Green, M., 2001. ‘What We Talk about When We Talk about Indicators: Current Approaches to Human Rights Measurement’ Human Rights Quarterly , 23: 1062-1097. Heintze, H-J., 2004. “On the relationship between human rights law protection and international humanitarian law”. International Review of the Red Cross N o 856, p. 789-814.
Image of page 37
Image of page 38

You've reached the end of your free preview.

Want to read all 41 pages?

  • Summer '16
  • Ramon Wawire
  • Child Rights

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Stuck? We have tutors online 24/7 who can help you get unstuck.
A+ icon
Ask Expert Tutors You can ask You can ask You can ask (will expire )
Answers in as fast as 15 minutes
A+ icon
Ask Expert Tutors