I’ve been told that mention of the term ‘governance’ makes people want to immediately roll over and fall asleep, and that I’m a big weirdo for being interested in it. But I promise you governance is *so* not boring! (I’m also fairly sure that whatever my teacher droned on about as I slept through my ‘Government’ class senior year of high school was not ‘governance’.)
If you get excited about the concepts of ‘open’ or ‘transparent’ or ‘accountable’ or ‘sustainable’ or ‘human rights’ or ‘politics’ then you need to also get pumped about ‘governance’ because it includes elements of all of the above.
I am just back from a week-long workshop where, based on our different practical and strategic and thematic experiences, internal and external evaluations and reviews of good practice, videos and documents from other organizations, input from children and youth in several countries (and with the support of a fantastic facilitator), several of us from different Plan offices worked to define the basic elements for a global program strategy on Youth, Citizenship and Governance (to be completed over the next several months).
At the workshop, we got a copy of A Governance Learning Guide, which I’m finding very useful and am summarizing below.
Why is governance important?
Our focus is on children and youth, but many of the reasons that governance is important for them extend to governance overall.
From Plan UK’s Governance Learning Guide, chapter 1.
So what exactly do we mean by the term “governance”?
In our case, we link governance work with our child-centered community approach (a rights-based approach) and in this particular strategy, we will be focusing on the processes by which the state exercises power, and the relationships between the state and citizens. We have separate yet related strands of work around child and youth participation in our internal governance structures (here’s one example), effectiveness of our institutional governance overall (see this discussion on International CSO governance, for example), and the participation of children and youth in high level decision-making fora.
Our concept of governance for the youth, citizenship and governance strategy is based on the following governance concepts*:
Accountability and responsiveness. This includes formal government accountability as well as citizen-led accountability. Opportunities for children and youth to participate in formal accountability processes are often limited due to their age — they cannot participate in elections, for example. Citizen-led accountability can open new opportunities for children, youth and other more marginalized groups to hold those in power more accountable.
‘People no longer rely on governments alone to improve governance. All over the world we are seeing experiments in ‘participatory governance’. People and organisations are grasping the opportunities offered by decentralisation and other reform processes to demand more of a say in the public policy and budget processes that affect them. These ways of holding the state to account are often called ‘social accountability’. Examples include participatory budgeting, monitoring electoral processes, using online and mobile technology, and citizen evaluation of public services. These forms of citizen engagement and social accountability are particularly promising for young people, who often face challenges in getting their voices heard in formal policy and governance processes.’ (from the call for submissions for the Participatory Learning and Action Journal (PLA) special issue on Young Citizens: youth and participatory governance in Africa, published in December, 2011)
Accountability is also linked with openness and sharing of information such as local government budgets and plans (this is also referred to as ‘transparency’). Responsiveness, in our case, refers to ‘the extent to which service providers and decision makers listen, meet and respond to the needs and concerns of young people.’ Responsiveness includes the willingness of those in power to engage seriously with young people and a government’s commitment to ‘be responsive’ to the issues raised by citizens, including children and young people. Responsiveness entails also the administrative and financial capacity to respond concretely to a population’s needs, rights and input.
Voice and participation. This refers to the capacity of young people to speak, be heard and connect to others. Voice is one of the most important means for young people to participate. Within the concept of ‘voice’ we also consider voice strategies for raising and amplifying voices, capacity to use voice in a variety of ways to bring about change, space to exercise the raising of voices, and voice as a means to participate and exercise citizenship rights. (We consider that every child has citizenship rights, not only those who hold citizenship in a particular country). It’s also important to qualify the use of the term participation. In the case of young people’s participation in governance, we are not referring to the participatory methods that we commonly use in program planning or evaluation (we are also not discounting these at all – these are critical for good development processes!). In governance work, we are rather taking it further to refer to the meaningful inclusion of children and young people in decision-making processes.
Power and politics. These are key in governance work. It is essential to be aware of and understand politics and power dynamics so that children and young people (and other oft-excluded groups) are not overlooked, manipulated, intimidated or disempowered.
Image captured from Plan UK’s Governance Learning Guide, chapter 2 page 14.
A key question here is what children and young people are participating in, and what for. Another important question is where are children and young people participating? Is it in special events or spaces designated just for them or are they participating in adult spaces? How does the place and space where children and young people are participating impact on their ability to influence decisions?
It’s important to note the 4 types of power that are typically considered in power analyses (from VeneKlasen, 2007): power over (domination or control), power within (self-worth), power to (individual ability to act, agency) and power with (collective action, working together). These need to be analyzed and understood, including their social, cultural and historical factors that create and sustain different power dynamics in different situations and spaces.
Capacity. We refer here to the capacity of both decision-makers and young people. Decision makers need to have the ability to perform their duties and ensure services are delivered. This, in our case, includes the abilities of decision makers to interact, engage and listen to children and young people and to take them seriously and to be responsive (see above) to their views, needs and rights. Young people also need to have the capacity to hold decision makers to account and to express their concerns and their views, including the views of other children and young people who may be excluded and marginalized from the decision making process or from participating fully. Information literacy and the capacity to access, interpret and analyze information is a critical skill for children and young people.
Interactions between children and young people and decision makers. These spaces encompass critical aspects of participation, power and politics. An example of a space for interaction would be where children and young people, local government and school leaders come together to discuss budget plans and available resources for school infrastructure. These spaces are shaped by a number of factors, including social, economic, cultural ones. They are also not free of personal agendas, desires, intentions and prejudices. It’s critical to remember this in governance work — ‘tools’ and ‘mechanisms’ are not enough. (ICT4Governance and Tech for Transparency friends, I’m looking at you! Though I think most of us see this point as ‘beating a dead horse’ by now.)
From Chapter 2 of the Governance Learning Guide by Plan UK
*Summarized from Chapter 1 and Chapter 2 of Plan UK’s extremely useful and easily downloadable A Governance Learning Guide. The guide also has a number of practical use cases on different governance initiatives as well as an extensive section on additional resources.
Here’s a follow-up post (since governance is so clearly *not* boring and I’m sure there is high demand for more!) called 15 thoughts on good governance programming with youth.
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