Budget for children. A summary report 2004-05 to 2008-09

Centre for Child Rights (HAQ), a pioneer in undertaking analysis of budget for children (BfC) in India, began with a decadal analysis of the Union (National) Budget from a child rights perspective in the year 2000. Since then HAQ has been involved in the analysis of children’s share in both allocation and expenditure in the Union Budget. For HAQ, budget is another indicator for assessing fulfilment of government’s promises and commitments made towards its people. This study offers a review of the Union Budget of India as well as the budgets of six states: Andhra Pradesh, Assam, Himachal Pradesh, Orissa, Uttar Pradesh and West Bengal- for a five year period covering 2004-05 to 2008-09. The analysis is made more exhaustive by including the latest actual expenditure figures that are usually available with a two-year lag. The objective is to evaluate the budget provisions made by the Government of India as well as the state governments towards ensuring the rights of children in the areas of survival, protection and development and examine how far the financial commitments have fallen short of fulfilling these rights.

Cambodia Children's Report: My life..., My suggestions...

The report "My Life My Suggestion" is released by Cambodian Children and Young People’s Movement for Child Rights (CCYMCR), a network of children and youth from 20 organisations operating in 16 provinces in Cambodia. The report highlights the dire situation that Cambodia’s children face in their daily lives and provides a number of important recommendations to engage the Royal Government of Cambodia in solving the problems that affect the living situation and development of children. Statistics reveal that twenty-six percent of the children surveyed said they have never received care and warmth from their parents and a quarter said they were forced to do various dangerous or unsuitable jobs, including pulling carts, performing wage labour, begging, working in rubber plantations, working at construction sites and factories, scavenging for scraps, logging and finding firewood. Also documented is the limited extent of the country’s child healthcare services, as twenty-three percent of the survey participants stated that hospitals were far from their homes, and that health centres were small, understaffed and under-equipped. Moreover, twenty-seven percent of the children said they faced regular discrimination on the basis of poverty and race, and for having disabilities or suffering from HIV/AIDS. This children’s report was sent to UN Committee on the Rights of the Child in 2010.

A Guidebook on Spaces for Children's Participation in ASEAN

This document aims to explain about children's rights within the ASEAN context, especially in relation to children's participation rights. It provides involvement about the ASEAN Commission
on the Promotion and Protection of the Rights of Women and Children (ACWC) and its representatives as well as the ASEAN Children’s Forum (ACF). ACF is a regional meeting of children that was organized to promote children’s rights and to share their thoughts and suggestions on issues that affect them

Kampuchean action for primary education. Educational Needs Assessment Relating to Cham and Migrant Children in Kampong Cham Province

The study - undertaken by Save the Children Sweden in collaboration with the local NGO Kampuchean Action for Primary Education (KAPE)- assesses the degree to which Cambodia’s Cham ethnic minority and migrant children in Kampong Cham Province are able to access educational services from the state school system. The study describes the demographic, economic, and historical context of the province as well as specific problems in the formal education sector. It provides background introduction, research methods, conclusions and recommendations.

Climate change, children and youth in Cambodia: Successes, challenges and policy implications

This briefing was prepared as background to the Cambodia Human Development Report on climate change and rural livelihoods in Cambodia. The brief presents an overview of climate impacts in the context of existing poverty and vulnerability, before specifically focusing on child impacts. The brief draws on Children in a Changing Climate (CCC) research with children, presenting views of the children themselves before calling for child sensitive approaches to climate change adaptation and mitigation. Principles developed from the Convention on the Rights of the Child, a World Fit for Children and the Millenium Development Goals are presented. The brief concludes by identifying opportunities and entry points within Cambodia for implementing a child sensitive approach to climate change.

Child Rights Governance

The Child Rights Governance Global Initiative (CRGI) is aimed at building societies that fulfill the rights for all children setting out two main objectives: Strengthening state institutions and mechanisms for the implementation and monitoring of children’s rights; and increasing awareness and capacity among civil society and children to promote children’s rights and hold duty bearers to account. Working towards the goal of achieving all rights for all children can sometimes sound rather abstract or remote from children’s lives. What kind of impact does work on Child Rights Governance actually have? This report tries to answer the question by presenting case studies that show how work on CRG can hold governments to account, influence budgets, empower children, and strengthen civil society and national legal systems. Hopefully, it will inspire readers to do CRG work to achieve all rights for all children.

Budget for Children (BfC) in the Union Budget 2012-13

"Mr Finance Minister, what have you got for me this year? Budget for Children (BfC) in the Union Budget 2012-13", analyses State Budget allocations and government commitments to child rights. The budget for children work (BfC) in India began in 2000 with a decadal analysis of the Union Budget by HAQ. Since then HAQ has been involved in Union budget analysis on a regular basis, undertaking a quick analysis of the national budget for children every year. Key findings in the 2012/2013 report include: 5.3 per cent of the Union Budget is Budget for Children (BfC) with an increase of 0.3 per cent since 2011, set against an inflation rate of 6.6 per cent; the increase can be attributed to the increased share in Development sector by 66.2 per cent, and health by 29.7 per cent. As always, the share of protection sector remains the lowest. Despite recognition of protection of children in the XIth Five Year Plan and reaffirmation in the Working Group Report, Ministry of Women and Child Development for the XIIth Plan, there is an 18 percent fall in budget allocation.

'Budget for Children Analysis' Toolkit

Exciting work is going on in relation to budgeting on children's issues.
I will list here some documents that look at ways of involving children in developing and monitoring budgets related to children's issues.
The 'Budget for Children Analysis' Toolkit is a joint effort by HAQ: Centre For Child Rights and Save the Children, which provides steps for analyzing State Budget allocations and monitoring government commitments to Child Rights. The toolkit has been designed to demystify and elucidate in easy-to- understand language the concept of ' Budgeting for Children'. It aims to strengthen the capacities of civil society organisations in undertaking Child Centred State Budget Analysis, as an effective way to advocate for appropriate budget allocations for children issues and good governance, and to hold governments accountable for fulfilling children's rights.

Resource centre on children's rights

Save the Children Sweden is hosting a resource centre for Save the Children International on children's rights, with a specific focus on child rights governance and child protection. Currently it holds approximately 2,500 titles that can be downloaded for free. You can also sign in and create your own library with documents of the resource centre that you would like to have on hand at any time. You can share your library or ‘book shelf’ with others, by inviting them to join. You can thus share relevant literature with colleagues or participants in a training or workshop.
Each document in the resource centre has a brief description. One can also upload documents to the resource centre, once registered. The documents will be reviewed before they are accepted and shown on the website.

The African Report on Child Wellbeing 2011. Budgeting for Children

This 2011 edition of The African Report on Child Wellbeing is the second in a series of reports published biennially by The African Child Policy Forum as a contribution to putting Africa’s children on the public and political agenda, and to holding African governments accountable to their obligations – to their children. The report reviews the budget performance of 52 African governments between 2006-2008, focusing on spending in sectors that most directly impact on children. Along with Tanzania, Mozambique and Niger, the three African countries most committed to budgeting for children, the report also names Gabon, Senegal, Tunisia, Seychelles, Algeria, Cape Verde and South Africa as the best performing countries in allocating the maximum of their available resources to children. The report aims to put Africa’s children on the public and political agenda, and to hold African governments accountable for fulfilling their responsibilities towards their children. It explores in greater depth the obligations of African countries to invest in their children, the arguments for doing so – from a moral, social, political, and economic perspective – and the importance of the national budget (as a key policy document of the government) in: (1) positively impacting upon the wellbeing and quality of life of children, through budget allocations to sectors that most impact upon children’s lives; and (2) representing an effective barometer of true government commitment to the rights of the child.

Children demand respect for their rights as workers

In Bolivia, where there are an estimated 850,000 working children, members of the country’s largest union of child workers, UNATSBO, have sent a proposal to the government in which they call for their rights as workers to be recognised. Several of the children’s demands include legislative amendments to recognise that work for children begins at age six, not at age 14, as the law currently provides; protection against exploitative or hazardous work, or work that hinders a child’s health and physical, mental and social development; and that their salaries be brought in-line with the national minimum wage. Bolivians approved a new constitution last year, and legislators are currently in the process of rewriting existing laws to conform to the new legal code. The children's unions are pushing lawmakers to reform the Code of Children and Adolescents, which governs child labor.They want to ensure that children earn the same wages and have the same financial tools as their adult counterparts. In some sectors, they earn less than half the salary of their adult colleagues. Moreover, children don't have access to savings accounts and often give their earnings directly to their parents. Union members also lobby for safe work environments and for better medical care, especially for children whose jobs present a health risk.
The lack of recognition of children who work forms one of the major obstacles in achieving better living conditions for working children.

Read more:
Child workers of Bolivia Unite!
Niños y adolescentes trabajadores exigen garantías
"Mi fortaleza es mi trabajo" by UNATSBO (the publication is in Spanish only)

The Right Stuff magazine

The Right Stuff magazine was designed and written by more than 30 under 18 year-olds from across England, with the aim of promoting young people’s interest in children’s human rights and encouraging them to take action to achieve change for children. Articles cover a range of topics including the experiences of children in care; how children seeking asylum in the UK are treated; student protests; human rights fashion; protest music; and discrimination based on hair colour

Children's rights to nationality

A child's right to acquire a nationality is evident in the Convention on the Rights of the Child—the main United Nations treaty governing states' human rights obligations towards children. But the way states are supposed to interpret and implement that right is unclear.

In this document, the Open Society Justice Initiative urges the United Nations Committee on the Rights of the Child—the body that interprets the Convention—to issue a General Comment. The comment would clarify and emphasize the obligation that governments bear for stateless children and would raise the profile of the issue in high-level discussion.

See also:
Children and statelessness - questions and answers

CRIN's Editorial on children's statelessness

The child as citizen

The American Academy of Political and Social Science has decided to open online during January free access to its January 2011 issue of The ANNALS, "The Child as Citizen." This covers the 20th Anniversary of the CRC. The volume, edited by Felton Earls, will be open for free downloads through the end of January, meaning that individuals and institutions do NOT need to have a subscription to the journal to access and download the full-text articles.

Table of Content of the January 2011 Issue:
o Felton Earls - Children: From Rights to Citizenship
o Paula S. Fass - A Historical Context for the United Nations Convention on the Rights of the Child
o Geraldine Van Bueren - Multigenerational Citizenship: The Importance of Recognizing Children as National and International Citizens
o Marta Maurás - Public Policies and Child Rights: Entering the Third Decade of the Convention on the Rights of the Child
o Irene Rizzini - The Promise of Citizenship for Brazilian Children: What Has Changed?
o Elizabeth Bartholet - Ratification by the United States of the Convention on the Rights of the Child: Pros and Cons from a Child’s Rights Perspective
o Donald J. Hernandez, Nancy A. Denton, and Victoria L. Blanchard - Children in the United States of America: A Statistical Portrait by Race-Ethnicity, Immigrant Origins, and Language
o James Bohman - Children and the Rights of Citizens: Nondomination and Intergenerational Justice
o Andrew Rehfeld - The Child as Democratic Citizen
o Allison James - To Be (Come) or Not to Be (Come): Understanding Children’s Citizenship
o Judith Torney-Purta and Jo-Ann Amadeo - Participatory Niches for Emergent Citizenship in Early Adolescence: An International Perspective
o Daniel Hart and Robert Atkins - American Sixteen- and Seventeen-Year-Olds Are Ready to Vote
o Mary Carlson and Felton Earls - Adolescents as Deliberative Citizens: Building Health Competence in Local Communities
o Clotilde Fonseca and Maria Eugenia Bujanda - Promoting Children’s Capacities for Active and Deliberative Citizenship with Digital Technologies: The CADE Project in Costa Rica

Undocumented Children - Children's right to identity

This Is Who I Am is a project for recognizing the identity of vulnerable children - touching upon the core of children's citizenship rights.

If you loose your passport, identity document, birth certificate…

How do you prove who you are?

Millions of children worldwide are unregistred - and as a result stateless:
Without nationality or identity they are not included in official statistics - they basically do not exist and do not have any protection.

This Is Who I Am is an ambitious project aimed at providing children who are unregistred with an identity, proof that they do exist, that they do have a background, a history.




Knowing Children will soon put up a website that provides further information and ways to scale up the project to recognize the identity of undocumented children.

Children’s Participation: Experiences in capacity building and training

Children’s Participation: Experiences in capacity building and training, by Henk van Beers, Save the Children Sweden, ISBN 91-89366-96-4, Stockholm, 2002.

I have decided to make this book available in PDF (although the quality is poor since it is a scan of the hard copy) because the experiences are still valuable and maybe helpful when it comes to capacity building on children's participation, and people have been asking me for a copy. Hard copies should still be available from Save the Children Sweden in Stockholm.

This book reflects on experiences in building the capacity of staff of organisations for street and working children to do participatory action research in Kenya from 1995-2000.

In 1995 SNV (Stichting Nederlandse Vrijwilligers – Netherlands Development Organisation) launched a programme in Kenya to assist street children projects in improving their work with children. The programme’s main components were organisational strengthening and capacity building, targeting both staff and management. Over a five year period, four 10-month training courses in Participatory Action Research with children were organised for staff of approximately 30 projects to enable them to undertake their own research, to find out more about the children they work with and to enhance the involvement of children in programming. The training also aimed to enhance the skills of staff in working with children.

In two projects a comprehensive in-house training scheme for all staff and management was conducted to address various constraints in their work in a child-focused way. In addition, a number of separate workshops and seminars on children's rights and participation were organised for various groups of organisations which with children in need of special protection measures. Additional training needs were addressed where they arose such as the need to improve counselling skills.

The experiences show that major benefits can be derived from involving children at project level, in policy development and in research. Looking at existing interventions from children’s perspectives may require a critical review of approaches, as is shown in this report. However, by providing children with an active role in their own development interventions become more relevant and effective.

This publication analyses experiences from capacity building and training in children's participation in project contexts. It examines the results of training adults and provides detailed examples of different ways to involve children.

The lessons learnt may be useful for organisations and individuals who plan to promote children's participation in their policies, research and interventions. It may be of specific use for agencies and professionals who work in different socio-cultural contexts where the concept of children's participation may be seen as alien to existing societal norms and values. Children can participate and make contributions to issues that affect them – and this report shows the benefits of children's participation both for children and adults.

Understanding article 12

The Committee on the Rights of the Child adopts general comments based on specific articles, provisions and themes of the Convention on the Rights of the Child to assist the States parties in fulfilling their obligations under the Convention on the Rights of the Child and to stimulate international organizations and specialized agencies to effectively work on the full realization of children's rights. These general comments basically are the Committee’s interpretation of the content of certain articles or thematic issues.
The Committee on the Rights of the Child has issued general comments on the following subjects:
1. The aims of education
2. The role of independent human rights institutions
3. HIV/AIDS and the rights of the child
4. Adolescent Health
5. General measures of implementation for the Convention on the Rights of the Child
6. Treatment of unaccompanied and separated children outside their country of origin
7. Implementing child rights in early childhood
8. The right of the child to protection from corporal punishment and other cruel or degrading forms of punishment
9. The rights of children with disabilities
10. Children’s rights in Juvenile Justice
11. Indigenous children and their rights under the Convention
12. The right of the child to be heard

The Committee sometimes decides to develop a general comment on an article, provision or theme that has been discussed earlier in one of its General Day of Discussion. Since 1992, the Committee on the rights of the Child organized 13 general days of discussion on specific provisions of the Convention or on related issues. The Committee always adopt recommendations at the end of such a thematic discussion day.

In 2009 the UN Committee on the Rights of the Child published a general comment on article 12 of the UN Convention on the Rights of the Child.

Article 12 of the Convention on the Rights of the Child (the Convention) is a unique provision in a human rights treaty; it addresses the legal and social status of children, who, on the one hand lack the full autonomy of adults but, on the other, are subjects of rights. Paragraph 1 assures, to every child capable of forming his or her own views, the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with age and maturity. Paragraph 2 states, in particular, that the child shall be afforded the right to be heard in any judicial or administrative proceedings affecting him or her.

The right of all children to be heard and taken seriously constitutes one of the fundamental values of the Convention. The Committee on the Rights of the Child has identified article 12 as one of the four general principles of the Convention, the others being the right to non-discrimination, the right to life and development, and the primary consideration of the child’s best interests, which highlights the fact that this article establishes not only a right in itself, but should also be considered in the interpretation and implementation of all other rights.

In 2006, the Committee held a day of general discussion on the right of the child to be heard in order to explore the meaning and significance of article 12, its linkages to other articles, and the gaps, good practices and priority issues that need to be addressed in order to further the enjoyment of this right. The present general comment arises from the exchange of information which took place on that day, including with children, the accumulated experience of the Committee in reviewing States parties’ reports, and the very significant expertise and experience of translating the right embodied in article 12 into practice by governments, non-governmental organizations (NGOs), community organizations, development agencies, and children themselves.

The general comment aims to support the effective implementation of article 12 and strengthening the understanding of the meaning of article 12 and its implications.
It aims to elaborate the scope of legislation, policy and practice necessary to achieve full
implementation of article 12 and to highlight the positive approaches in implementing article 12. It also propose basic requirements for appropriate ways to give due weight to children’s
views in all matters that affect them.

Dissecting paragraph 1 of article 12
The first paragraph of article 12 reads:

“1. States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child."


“shall assure”
Article 12, paragraph 1, provides that States parties “shall assure” the right of the child to freely express her or his views. “Shall assure” is a legal term of special strength, which leaves no leeway for State parties’ discretion. Accordingly, States parties are under strict obligation to undertake appropriate measures to fully implement this right for all children. This obligation contains two elements in order to ensure that mechanisms are in place to solicit the views of the child in all matters affecting her or him and to give due weight to those views.


“Capable of forming his or her own views”
States parties shall assure the right to be heard to every child “capable of forming his or her own views”. This phrase should not be seen as a limitation, but rather as an obligation for States parties to assess the capacity of the child to form an autonomous opinion to the greatest extent possible. This means that States parties cannot begin with the assumption that a child is incapable of expressing her or his own views. On the contrary, States parties should presume that a child has the capacity to form her or his own views and recognize that she or he has the right to express them; it is not up to the child to first prove her or his capacity.

no age limit
The Committee emphasizes that article 12 imposes no age limit on the right of
the child to express her or his views, and discourages States parties from introducing
age limits either in law or in practice which would restrict the child’s right to be heard in all matters affecting her or him.

Research shows that the child is able to form views from the youngest age, even when she or he may be unable to express them verbally. Consequently, full implementation of article 12 requires recognition of, and respect for, non-verbal forms of communication including play, body language, facial expressions, and drawing and painting, through which very young children demonstrate understanding, choices and preferences;

“The right to express those views freely”
“Freely” means that the child can express her or his views without pressure and can choose whether or not she or he wants to exercise her or his right to be heard. “Freely” also means that the child must not be manipulated or subjected to undue influence or pressure. “Freely” is further intrinsically related to the child’s “own” perspective: the child has the right to express her or his own views and not the views of others.

The realization of the right of the child to express her or his views requires that the child be informed about the matters, options and possible decisions to be taken and their consequences by those who are responsible for hearing the child, and by the child’s parents or guardian. The child must also be informed about the conditions under which she or he will be asked to express her or his views. This right to information is essential, because it is the precondition of the child’s clarified decisions.

“In all matters affecting the child”
States parties must assure that the child is able to express her or his views “in all matters affecting” her or him. This represents a second qualification of this right: the child must be heard if the matter under discussion affects the child. This basic condition has to be respected and understood broadly.

“Being given due weight in accordance with the age and maturity of the child”
This clause refers to the capacity of the child, and stipulates that simply listening to the child is insufficient; the views of the child have to be seriously considered when the child is capable of forming her or his own views.

By requiring that due weight be given in accordance with age and maturity, article 12 makes it clear that age alone cannot determine the significance of a child’s views. Children’s levels of understanding are not uniformly linked to their biological age.


The general comment on article 12 has many more insightful points to better understand the right to be heard within the context of the CRC - see the full text of the general comment.

The Middle Way - Bridging the Gap Between Cambodian Culture and Children’s Rights

The Middle Way - Bridging the Gap Between Cambodian Culture and Children’s Rights
By Steve Gourley, 2009 NGO Committee on the Rights of the Child, Cambodia, 2009.

This is an exciting piece of research that addresses the lack of comprehensive information available in Cambodia relating to knowledge, attitudes, and practice of ‘children’s rights’. Awareness-raising about children’s rights (CR) has been undertaken on a large scale by civil society organisations and the government and many people in Cambodia can mention at least a few rights that relate to children. Whereas awareness is relatively high, the practice appears to significantly lag behind, especially at the family level where traditional values at times interfere with certain rights, especially when it comes to participation.

The research recommends that governmental and private agencies should adopt more culturally-appropriate methods of education and promotion if children’s rights are to be fully realized at the family level.

Children were involved in planning the research, data validation, formulating recommendations. In addition, a very high proportion of child respondents (50% of all focus group participants and survey respondents) was intentionally selected to ensure that children’s interests were clearly and directly represented in the findings.

Steve Gourley presents a very useful comparison between the values of the UN Convention on the Rights of the Child and common Cambodian values.

UNCRC values in comparison to Cambodian values:

Equality and participation in contrast to Hierarchy
Transparency in contrast to Honour and Reputation
Gender equity in contrast to Patriarchy
Empowerment in contrast to Patronage
Justice in contrast to Harmony
Individualism in contrast to Collectivism

Steve Gourley notes:
“In view of the dramatic differences that exist, it is important to understand how each contributes to the overall functioning of society – and thus how and why specific values influence behaviour in a particular way. Each of the values above meets specific needs and therefore offers different benefits depending on the context in which they occur. Understanding the positive contribution of each can help decrease the tendency to judge a particular value or value system as “better” than another, illuminate how decision-making and behaviours can differ in various socio-cultural contexts, and help explain the conflicts that often occur between traditional parents and modern children.” (p.17)

The right to be properly researched: How to do rights-based, scientific research with children

This is a boxed set of 10 concise and easy to handle manuals for fieldworkers, giving step-by step guidance, linked to downloadable website materials and covering all aspects of research from conception to report writing.

















Manual 1
Where do we start? explains the rights-based approach to research with children and how it relates to other research approaches.
Manual 2
How do we protect children? deals with the ethical rules and methods necessary in all research with children.
Manual 3
How can we be good researchers with children? provides information necessary for training, so that all researchers are fully equipped to work with children.
Manual 4
What do know already and what do we want to know? sets out the procedures of deciding on research topics and questions.
Manual 5
How are we going to find out? takes researchers through the process of choosing research methods and designing and piloting research tools.
Manual 6
How can we get the best data? provides guidance on research planning and management.
Manual 7
How do we count data? details the processes necessary for numerical analysis.
Manual 8
What do numbers mean? demonstrates the means of changing numerical results into meaningful answers to research questions.
Manual 9
How do we write the report? provides guidance on writing clear reports about research results for a variety of readers, including children.
Manual 10
Research dictionary, is an easy reference dictionary that clarifies the meanings of research terms as they are used in the rights-based approach.

The manual is written by Judith Ennew together with Tatek Abebe, Rattana Bangyai, Parichart Karapituck, Anne Trine Kjorholt and Thanakorn Noonsup, and it can be seen as the ultimate remake of Children in Focus - a Manual for Participatory Research with Children, which she wrote together with Jo Boyden in 1997 and which has been highly popular with people doing research with children.

I normally only publish information here that is available for free on the web, but this case warrants an exception. The printing costs need to be recovered before it can be made available on the web.

US$39.99 a set including postage and packaging

>A powerpoint presentation can be downloaded from the Knowing Children website with further information

Boxed set of 10 paperback manuals
English, diagrams and tables
ISBN: 978-616-7333-00-7

Heroes in Action: Child Advocates in South Africa

Children as advocates, involved in the development of the new Children's Bill in South Africa. This article in Children, Youth and Environments 17(3), 2007 is a case study reflecting on the experiences of the children to contribute their views and ideas to the legislative process.

Here is the abstract as presented in the journal:

Dikwankwetla – Children in Action is the name of an advocacy group of children who participated in the deliberations around the new Children’s Bill in South Africa. Their participation in a legislative process broadens the scope of venues for children’s participation, and challenges the discourse about child participation at a new level. It also raises important conceptual questions about the extent to which children can participate in legislative processes. This paper presents the efforts of Dikwankwetla as a case study, reflecting on its practice and challenges. It interrogates children’s agency in this process, and argues that childhood must be re-conceptualized to recognize that children are political actors in their environments. Looking at the concepts of power and representation, it recognizes the need for a shift in the adult-child relationship, from one based on control to one based on rights and responsibilities. More importantly, it reflects on the implications of facilitating children’s participation in the context of a developing country, where socio-economic and cultural conditions raise different challenges from those in the developed world.

And here is the report of the evaluation of the project by the Children's Institute in Cape Town:

Dikwankwetla – Children in Action Project Evaluation Workshop Report