At the end of 2017 to mid-2020 I was leading a project whose goal was to promote children and civil society organizations participation in policy development processes in Zimbabwe. The project was implemented in Kwekwe district, a city in the Midlands province of the country. Just thinking of the task that lay ahead was quite daunting and the fact that implementation was delayed by a year added pressure. The heightened pressure and expectations increased my hunger and desire for success.
As a result of the project, Kwekwe district witnessed the birth of a remarkable initiative, a program that set out to redefine the role of children in policy development processes and promote inclusivity in leadership positions. I led a dedicated team that ensured the project achieved remarkable success in just three years. We fearlessly challenged traditional norms and opened doors for children and young people’s voices, particularly for girls and children with disabilities. Participation for girls and children with disabilities was both meaningful and effective as shown by the contributions to various pieces of legislation and policies which were promulgated, reviewed, or enacted during that period.
The Challenge
At project inception, when the program was initially launched, Kwekwe district faced a significant imbalance in child leadership representation. The district is made up of three local authorities with a total of 56 Junior Councilors and five Junior Members of Parliament, to make a total of 61 children in the district child leadership structures. However, out of the 61 child leadership positions, less than 14% were occupied by girls, and there were no children with disabilities in leadership roles. This status quo highlighted the pressing need for change and the urgency to ensure that all children’s voices were heard and represented in the policy-making processes that directly impacted their lives. Child participation for girls and children with disabilities was tokenistic at best and decorative at worst. This was a stark and troubling reality that demonstrated a disheartening imbalance in child leadership representation. This imbalance was both a reflection of deep-seated societal norms and a glaring oversight in recognizing the rights and capabilities of children, especially girls and those with disabilities.
Empowering Children
The heart of the program lay in empowering children to take an active role in policy development. Children were organized in structures of the Junior Parliament, Junior Council, and school clubs. Feedback that I received from these children was that there was much duplication of work, where resources were available for them to perform their representative functions, and that most of the times, they worked in silos despite sharing the same goals. This demonstrated to me the fact that they already knew what they wanted and had an idea of how to get it done. As a result, I canvassed district stakeholders, armed with this information and advocated for an amalgamation of these structures to create a superstructure that we called the Junior Assembly to try and improve coordination and widen impact. Zimbabwe is a signatory to the African Charter on the Rights and Welfare of the Child and the United Nations Convention on the Rights of the Child, which both promote child participation. These platforms gave them the opportunity to express their thoughts, ideas, and concerns, bridging representation gaps within the ambit of local, regional, and international laws and conventions.
The transformation in Kwekwe was not just about the annual changing of child leaders in the district. It was about fostering a culture where children’s voices were not only heard but also respected and acted upon. This contributed to the realization of meaningful and effective child participation in many facets of life. Furthermore, it demonstrated the power of empowering children to be active participants in decision-making, offering a tangible example of how our communities could become a better place when the voices of those often marginalized are valued and included. The story of organized and powerful child participation in Kwekwe district began attracting interest in other districts as girls and children with disabilities dominated national child participation platforms.
The transformation
Shortly before the first COVID-19 lockdown in Zimbabwe in March 2020, we had just realized our greatest transformation as Kwekwe district’s child leadership landscape was changed in unprecedented ways. The project witnessed an increase in the representation of girls in leadership positions, which had surged to 48%. For two years in a row, girls had dominated the Junior Members of Parliament positions, at one time filling all five positions. This shift was not just a numerical one as it was a change in mindset, agency, confidence, self-esteem, and breaking of the gender stereotypes that had held back girls for far too long.
Additionally, the program made significant strides in promoting inclusivity by ensuring that 8% of the children in leadership positions in the Junior Assembly were those with disabilities. We had made deliberate strides to set aside at least 5% of those positions to children with disabilities, mainly being tokenistic cooption in local authorities. However, children with disabilities competed in the selection of child leadership positions in the district which often comprised of public speaking competitions on topical child rights issues. Some of these children outperformed their peers surpassing the 5% benchmark. This breakthrough highlighted the program’s commitment to making sure that the voices of all children, regardless of their abilities, were valued and included.
The impact
We received several invitations to come and train stakeholders including children on how to achieve meaningful and effective child participation particularly for girls and children with disabilities. The project gave girls the confidence and opportunity to amplify their voices, opinions, and dreams and provided a space for children with disabilities to exercise leadership without any hinderance. Certain issues that affected them began to surface and be openly discussed including their protection from harmful practices in the district. Through their active involvement in the policy development processes including mobilizing other children and communities to participate, inter alia, budget consultative meetings, these child leaders contributed to the creation of more inclusive and equitable policies that addressed the specific needs of children. An example that comes to mind is the Education Amendment Act 2019 that provides for basic state funded education and seeks to increase enrollment of children with disabilities in schools.
Conclusion
The success of the program in Kwekwe district serves as a powerful example of what can be achieved when children are given the opportunity and encouragement to participate in decision-making processes. It reminds us that children, regardless of their gender or abilities, have unique perspectives and insights that can shape a more just and inclusive future. The project is a testament to the power of grassroots initiatives and the unstoppable force of change that can be set in motion when we prioritize the voices of those often left unheard. As I reflect on this transformative journey, I am constantly reminded of the immense potential that children wield and the importance of investing in their empowerment. The path to a more inclusive and equitable society begins with the recognition that children are not just the leaders of tomorrow, they are the leaders of today in their own right!
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