Kosovo Child Poverty StudyInfluencing Policies

Unite for children

Lulzim Çela

UNICEF Kosovo Office

Kosovo Context: Facts and Figures

• 2.1 Million inhabitants, (90% Albanian, 5% Serbian 5 % Other).

• 50% younger than 25 y.• No Census since 1981, “Guestimate Statistics”. • General Poverty = 45%; Extreme Poverty = 15%• High IMR est. between 11 (official) and

35/1000(UN).• High enrolment – high dropout at upper levels.• High Unemployment = 44% of active workforce.• Poor Governance; Poor Economy; Scarce Budgets. • Fragile Systems; Parallel in K- Serbian areas.• Kosovo Status: Unilateral Declaration of

Independence, 53 Countries have recognized it. Not recognized by UN.

Study Approach Building Blocs

SITAN, Sector Studies

Analysis HBS Data and Gov. Budgets

Child Participatory

Study

Cash Assistance Impact on Children

Review of Kosovo

Policies and BudgetsContribution to Global

Child Poverty StudyKosovo Child Poverty Study

Poverty in Kosovo 2006-2007

0

10

20

30

40

50

60

70

80

All individuals All children under 19 All individuals All children under 19

June 2006 – May 2007 Jan – Dec 2006

€0.934/day €1.417/day €1.699 (2.15$)

Review of WB Poverty Assessments, Analysis of WB – SOK HBS Data & Child Poverty Tables, Analysis of Government Budgets

I. Child Poverty and Extreme Poverty

Poverty and Extreme Poverty Rates among children and youth are higher than of the general population.

Child & Youth Extreme Poverty 2003/4 - 2006/7

10

15

20

2003-04 2005-06 2006-07

0 to 5

6 to 14

15 to 24

General

I. Child Extreme Poverty by Ethnicity

0 - 24 y. Ex. Poverty by Ethnicity 2003/4 - 2006/7

15.2 17.2

21.919.9

22.825.8

13.6

8.30

10

20

30

40

50

2003-2004 2005-2006 2006-2007

Albanian

Serbian

Other

General

Other`s have highest extreme poverty for all age cohorts in particular for U5!

Roma make the vast majority within that population!

U5 Children Extreme Poverty 2003/4 - 2006/7

13.916.6

13.9

17.9 17.9

42.837.3

42.8

0

10

20

30

40

50

2003 - 2004 2005-2006 2006-2007

Albanian

Serbian

Other

I. Child Disability and Extreme Poverty

Disabled Children and Ex. Poverty 2003/4 - 2006/7

13.416.8 17.6

21.8

34.5

24.1

0

10

20

30

40

2003-4 2005-6 2006-7

0

1 ormore

Extreme Poverty is two times higher for families with disabled children!

II. Child Participatory Research

Research Question: How do children see and experience poverty?

Research Question: How do children see and experience poverty?

• Partnership with Save the Children

• Consultations with children, parents community representatives

• 4 multi-ethnic municipalities• 3 age groups • Research Methodology:

Qualitative, Participatory, Thematic Apperception Test, Use of drawings and focus group discussions

Children know that education is a way out of poverty.

“Education can help erase poverty by improving one’s situation. Going on to university helps one to become what they want. But if you don’t have a good situation in life, you don’t go to school at all”.

13 year old Roma girl

18 year old Roma girl

Children leave school because of poverty

“When a child goes to school and doesn’t have books, clothes or shoes, he is not considered ‘proper’ to play with other kids. Teachers call parents if children don’t have books and that’s why children are leaving school – because they don’t have books”.

III. Cash Assistance Impact on Children

Cooperation with the Maastricht School of Governance and a team of Local Researchers.

Duration 6 months; Start Date: November 2008Key Questions to Answer:• How does the social assistance programme

affect child welfare?• Which groups of children and their families

are currently not able to access social assistance and why?

• What could be recommended modifications of the social assistance programme in order to reach greater numbers of children and have a greater impact on the children.

CHILD IMPACTCHILD IMPACT

Research about children

and with children

AdvocacyInfluencing

Policies and Budgets

Implementation

Policy Questions

Critical Issues

From Research to Child Impact

Decision making

Critical Issues

From Research to Policy Questions

EvidenceAdvocacy!

What do Children Say? • “Teachers call parents if children don’t have books

and that’s why children are leaving school – because they don’t have books”.

What does evidence say! • Half of school-age children are poor,

while every fifth is extremely poor and hungry! • They can not bye books!

What does this mean for policy makers?

Policy Questions ?

Critical Issues

From Research to Policy Questions

• Why Government doesn't buy school books?

• Why poor families have to use their income to buy school books?

• How does it affect poor families income?

• What % of income of poor families goes to books?

• How are free schoolbooks being targeted towards the poor? How many of poor are reached?

• How common is lack of books as a factor that prevents access to school?

Influencing Policy - Results

1. School books for all children attending lower elementary school as required by the Law on Education.

2. Endorsed Parliament Resolution on MD and MDG-s

3. Kosovo White Paper on Social Inclusion

1. Low influence on the MTEF poor involvement in the policy processes

2. Low influence in budget allocations3. Poor implementation of certain policies

e.g. Youth Action Plan, RAE Strategy,

How We Did It?

1. Used the Momentum - new Minister, new cabinet, new political agenda

2. Strong role of our Head of Office and technical staff

3. Increased frequency of meetings at the policy and technical level

4. Knowledge Agency - Child Centered analysis and evidence

5. Advocacy using all available evidence6. Improved communication 7. Partnership and Alliances

What Have We Learned?

We are good in:• Influencing Policy Content • Provision of Technical expertise• Promoting multisectoral work• Building Partnerships around Child Rights - Convening

role• Bringing in child centered evidence• Child Advocate

Improve:• Scanning the environment and rivalry• Qualitative understanding Policy Processes and Power

(“Black Box”)• Assess and understand policy drivers• Alignment with Government Priorities and nurture

ownership • Prioritize, focus and partner - child is a competing priority• Innovative approaches - Think Out of own Box

THANK YOU

Unite for children

Lulzim Çela

UNICEF Kosovo Office