Post 2015 Development Agenda: Guidelines for Country ... - nrg4SD

The report focuses on how girls and boys are making decision-makers and care-giversaccountable, and forming child-led organizations and initiatives to take collective action againstviolence. It also helps to illustrate, from a child’s perspective, the sliding scale that makes up thesocial definitions of violence — that allows acts of violence against children to be treated sodifferently from the same acts when committed against adults, when they are considered crimes.Too often, acts of violence towards children are not regarded as violence at all. This publicationattests to the fact that nobody is free of violence and that every day there are more lessons inviolence acted out around us — but it is at the same time motivational to see the innovationin the responses. Working to prevent violence and reduce its impact where it occurs requiresintegrated partnerships and broad networks of expertise that can recognize and respond to theways in which forms of violence and violations of children’s rights are interlinked.Voices and Action of Girls and Boys to end Violence against Children in South and Central Asia,Save the Children Sweden (Neha Bhandari), 2005The discussion paper analyses South Asian and Central Asian children’s expressions, views,concerns and priorities on violence against girls and boys in various settings. The paper is dividedinto five kinds of vio-lence: physical and degrading/humiliating punishments, child sexual abuse,commercial and sexual ex-ploitation (including child trafficking) of boys and girls, gender-basedviolence and children in conflict with law. The document gives a regional perspective whileshowcasing children’s actions and recommendations on violence against children.Safe You Safe MeSave The Children Sweden (Ravi Karkara, Fahmida Shoma Jabeen, Neha Bhandari), 2006This is a Save the Children contribution to the United Nations Secretary-General’s ‘Study onViolence against Children’. A book on violence for young children aged 7-12, it is a tool to makechildren aware of violence, describing what children themselves are doing to prevent it and whatthey want to be done.Progress or Progression: Reviewing Children’s Participation in the UN Study on Violence againstChil-dren, 2003–2006Save the Children Sweden (Neha Bhandari), 2008This report summarizes the progress and lessons learned since the 2002 Special Session onChildren based on Save the Children’s support to the involvement of children. It serves as aninspiring tool, with key learning from the successes as well as the constraints of children’sparticipation in the UN Study process. The hope is that children’s participation can befurther strengthened in follow-up processes, both current and future. This report has been writtenfor Save the Children as a way to help integrate the learning from this process into othercurrent and future Save the Children processes, especially its worldwide programming to addressviolence against boys and girls and its efforts to promote the systematic in-volvement of childrenand young people in the development of national plans and systems to follow up the study’skey recommendations. An additional document outlining the process and outcome of Save theChildren’s overall contribution to the UN Study is planned for 2008 while an overall evaluation ofthe impact of Save the Children’s involvement is planned for 2009.66Post-2015 Development Agenda Process: Guideline for Consultations