YOUTH ENGAGEMENT
IN INTERNAL DECISION MAKING
Theory of Change
and
Monitoring Framework
Contents
background
2
theory of change
2
Change process and interventions
4
Actors
5
Potential unintended consequences of the project, both positive and negative
6
Links to evidence
6
Annex 1: MandE framework
plan-international.org
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Youth Engagement in Decision Making: Theory of Change
October 2015
BACKGROUND
Problem statement: Adults make decisions on behalf of children and young
people.1 This runs counter to our ethos of being a child-centred organisation and
to our CCCD approach.
Causes: The underlying causes are structural, cultural and practical.
 Structural:
o
Existing governance and power structures which support and reinforce adult decision making
o
Young people’s time is provided on a voluntary basis so practically it can be easier for
adults to represent them, even where young people are consulted
o
Cultural norms globally and locally re-inforce the position that adults are the decision
makers over the lives of children and young people
 Cultural:
 Practical:
o
Misunderstandings around children and young people’s evolving capacities i.e. lack
of differentiation around competence by age
o
Lack of understanding around the added value of engaging young people in decision
making
o
Engaging young people in decision making does take additional time, resources and
skills. For example, decision making spaces tend to reinforce power relations through
layout structure
o
Meetings take place during working hours (which is problematic for young people in
employment or education), and young people have different perspectives to those
that are often owned within a particular organisational culture and will present these is
a different way so ‘listening skills’ need to be developed
o
Lack of skills and confidence of staff – youth engagement is seen as an extra –
administration.
THEORY OF CHANGE
A theory of change is, quite simply, a description of how we think
we are going to get to where we want to go. It helps us to think of
the different steps we need to take and what we need to put in
place to make it happen. It also forces us to think about our
assumptions- maybe some of things we assume are in place to
help us aren’t actually there. So, we need to create them as part
of our journey towards the change we want to see. The cartoon
by S.Harris shows an important assumption that the designers
made in their thinking!
1
Definition of children – 0-18 years, definition of young people 15-24 years
2
In the box in blue below we share a summary of what we think we need to put in place to get to where
we want.
IF young people are engaged in Plan International’s decision making at
community (PU), country and national office level (YAPs), at the global
level (GYAP) and at the highest decision making level (MA) in an
environment of mutual respect and learning THEN Plan International will
be a federation where decision making at all levels is conducted with
young people to better realise our organisational commitment to putting
children at the centre of all that we do and to… [to insert when Plan’s
vision finalised]. We believe that this will make Plan more effective and
credible.
Our goal: Plan is an organisation where decision making at all levels is conducted with young people,
in an environment of mutual respect and learning, to better realize our organisational vision and
commitment to putting children at the centre of all that we do.
To achieve our goal we have proposed four pathways to success, as per our
Strategy for Engaging Young People in Decision Making. These are highlighted
below.
Four Pathways to Success
Plan works with
youth advisory
panels2 at
regional, Country,
Programme Unit
and National
Office level to
strengthen Plan’s
accountability and
relevance and
support the
strengthening of
young people’s
skills.
Regional
networks of Youth
Advisory Panel
members share
learning to
Plan ensures
appropriate levels
of staff with
capacity and
commitment are
supporting young
people and other
staff to ensure
ethical and
meaningful youth
engagement in
decision making.
Plan works with a global
youth advisory panel of
experienced, competent
young people with the tasks
of a) sharing learning and
expertise across the
regions b) advising IH on
strategic global initiatives c)
electing and supporting
youth representatives to the
Members’ Assembly, and
d) disseminating knowledge
and information amongst
peers to enhance
transparency and
participation of young
people in Plan’s decision
making.
2
Enhance partnership
between young
people and Plan’s
highest decision
making body
(Members’ Assembly)
delegates
In National Offices, we would expect young people to show a passion for and be able to discuss child rights issues in a global
context. In Country Offices, young people should be drawn from existing Plan children’s clubs and other youth groups so as to
bring direct experience of Plan.
3
improve practice
and impact.
Based on our pathways and goal, we have identified five outcomes
Outcomes
Country and
National Offices
have Youth
Advisory Panelsdrawn from
Programme Units
and/or partner
organisations- that
help make Plan
more accountable
and make
programmes
more relevant and
support the
strengthening of
young people’s
skills.
Staff are
effectively
working with and
supporting
committed young
people and other
staff to enhance
internal decision
making in an
environment of
mutual respect and
learning.
A Global Youth Advisory
Panel of experienced,
committed, competent
young people- recruited
from Country and
National Office Youth
Advisory Panels- is
sharing learning and
expertise, electing and
supporting youth
representatives to the
Members’ Assembly, and
disseminating knowledge
and information amongst
peers to enhance
transparency and
participation of young
people in Plan’s decision
making.
Plan’s Members’
Assembly engages
young people in
decision making in a
spirit of collaboration,
transparency and
mutual learning.
Regional
networks of Youth
Advisory Panel
members
supported by a
regional focal
point share
learning to improve
practice and
impact.
Our change process aims to respond to some of the causes of our problem statement. Obviously, we
can’t address all of them e.g. global cultural norms that adults should make decisions on behalf of
children. We have therefore chosen those over which we can have an influence within the remit of our
Strategy.
Change process and interventions
• Structural: Set up Youth Advisory Panels at local (PU), national (Country and National Office)
and Global levels; allocate seats at Members’ Assembly (Plan’s highest level of decision
making) and; enable GYAP representatives to be visible as part of IH decision making.
• Cultural: Provide learning opportunities for young people and adults to work together, train
staff and young people.
4
•
Practical: Appoint youth engagement officers or focal points, develop Terms of Reference for
Youth Advisory Panels, and MA delegates, develop and roll out guidance on how to partner
with young people, and support young people in the development of specific skills that will
support their contributions to decision making e.g. in monitoring and evaluation or
communications. This could be through internships, for example.
See monitoring and evaluation framework in Annex 1 for further information regarding interventions
and timeline for change.
Actors: The main actors in our change process are:
- Young people between the ages of 15-24 representing different groups in
their community, with gender balance and experience of Plan and/ or
International Development.
- Plan staff at all levels: PU, CO, NO, RO, IH, and MA.
- We will collaborate with UNICEF through the Voices of Youth and A World’s Largest Lesson, with
the UN Major Group for Children and Youth, the UN Special Envoy for Youth, A World at School, and
we will share learning and experience with partners e.g. Restless Development.
Assumptions: These include That each precondition is necessary to achieve the result in the pathway of change and that, if we
meet those preconditions, we will achieve our goal.
 That young people and staff will take up the learning opportunities made available to them and that
these will be of necessary and sufficient quality to promote the cultural changes required and to
support actors with the necessary practical inputs.
 That young people will want to and be able to join Youth Advisory Panels and will have the
necessary skills and experience to do so.
 That decision makers will invite young people into decision making spaces, once they see the
added value of engaging young people in decision making and that structural, cultural and
practical constraints are being addressed.
 That Plan continues to prioritise child centred community development and that there is sufficient
political will for this work.
 That there is a budget for this work-stream.
Internal and external risks
 Child protection issues, where guidelines are not followed.
 Failure to manage expectations may lead to disillusionment and withdrawal- by both staff and
young people
 Bad recruitment processes lead to inappropriate choices in terms of young people i.e. that they
don’t have the competency required, that they don’t function effectively as a group.
 Staff who lack the skills and experience to meaningfully engage with young people as partners in
decision making.
 Plan is unable to provide the wrap-around support that is required for young people to be able to
take part e.g. adequate nutrition, meeting of basic needs, ability to connect with peers within
communities and across countries etc.
 Confusion between governance work (this work-stream) and advocacy. This may lead to young
people being brought in as external advocates of child and youth rights but not as active
participants in internal decision making.
Obstacles to success and strategies for overcoming these
5
 New Strategy may not prioritise working with young people. Strategy: To engage deeply with the
Strategy development process
 The current resource allocation of 70% of one global post and a limited number of youth
engagement officers in Country and National Offices means that certain desired activities cannot
take place at this current time. Strategy: Include youth engagement work within core operational
budget lines for design, monitoring and evaluation etc. recognising that young engagement is a
unique approach that is part of how Plan works and not a “sector” in the same way as education,
protection etc. Include youth engagement work as part of funding proposals and within national
cost recovery budgets and be able to demonstrate the value for money of the work. Also we need
to remain realistic about what we can and cannot achieve and the number of decision making
processes that young people can engage with at any one time in a given context.
 Lack of buy-in/ understanding. Strategy: roll out the Plan Academy course on Working with Young
People; roll out the “How To” guide; issue Global Updates; enhance the evidence base using the
monitoring and evaluation framework and; connecting countries to share learning and experience.
 Need for on-going recruitment as young people reach the age of 24 or their three year term.
Strategy: put graduation processes and guidance in place.
 Lack of IT and office space for young people. Strategy: Offices provide space for YAP members to
meet, offices provide a desk space for YAP to use or a laptop on loan, and internet credit, or a
mixture of all.
Potential unintended consequences, both positive and negative
 Positive:
 Young people become engaged in community/ country/ international development through
this experience.

The inclusion of young people and beneficiaries in decision making spaces has
changed dynamics within these spaces. It “Makes people behave better”.
 Plan saves money through suggestions made by young people and makes
more sustainable, higher impact, evidence based decisions.
 Negative:
 Creation of Plan young people “stars” who are over-solicited, without
sufficient support for their personal development or who find themselves in situations of
tension, either with other YAP members, their communities or families.
Links to evidence
The change process described is based on evidence from our own internal consultations
with national and country offices who have been working with young people in decision
making, with young people, the development of good practice case studies and
learning from external organisations. However, external learning is limited and Plan
seem to be a pioneer in this field3. We will therefore ensure that we continue to
document and share our practice- both challenges and good practice with others in
the sector.
CHANGE MARKERS: See Annex 1 for M & E framework. In addition, we need to work further on the
indicators to make them SMART.
See our Briefing Note 3 “External Experiences of Youth Engagement in Internal Governance and Decision Making”
http://www.plan-academy.org/mod/data/view.php?d=18&rid=167
3
6
Outcome 1: Country and National Offices
have Youth Advisory Panels influencing
strategic decision making, thereby helping to
make programmes more relevant and
supporting the strengthening of young
people’s skills.
Goal: Plan is an organisation where decision making at all levels is
conducted with young people, in an environment of mutual respect
and learning, to better realize our organisational vision and
commitment to putting children at the centre of all that we do.
Outcome 2.1: Staff are effectively working
with young people to enhance internal
decision making in an environment of
mutual respect and learning.
Outcome 2.2: Regional networks of Youth
Advisory Panel members supported by a
regional focal point share learning to
improve practice and impact.
Training staff
and young
people
Setting up,
Supporting CO
and NO YAPs
Setting up,
Supporting
regional networks
INTERVENTIONS
•
•
PRECONDITIONS
FOR
SUCCESS
•
•
•
•
•
PATHWAY
PROBLEM
Outcome 4: Plan’s Members’
Assembly engages young people in
decision making in a spirit of
collaboration, transparency and
mutual learning.
Outcome 3: A Global Youth Advisory Panel is
sharing learning and expertise, electing and
supporting youth representatives to the Members’
Assembly, and disseminating knowledge and
information amongst peers to enhance
transparency and participation of young people in
Plan’s decision making.
Setting up,
Supporting
GYAP
IH staff engage
GYAP in
strategic global
decision making
Working
with MA
and
youth
observer
s
Boards
appoint
youth
trustees &
nominate
as MA
delegates
Allocation of necessary staff resources and staff trained in meaningfully partnering with young people
Young people provided with resources: meeting space, computer and internet access, training, travel costs, accessible materials e.g. background
papers
Learning and accountability framework
Staff at International Headquarters and in all country, national and regional offices understand the value added of youth engagement in internal
decisions
Demonstrable buy-in from staff who provide YAP members with mentoring, space and support, and experienced, committed and competent young
people
Evidence of access to, presence on and influence over decision making and support to engage with peers at local, national and international levels
Environment of mutual respect and learning.
Country and National Youth
Advisory Panel Pathway
Staff Capacity Pathway
Global Youth Advisory Panel
Pathway
MA Pathway
Adults make decisions on behalf of children and young people. This runs counter to our ethos of being a child-centred organisation and to our CCCD approach.
1
Annex 1: M and E framework
2
Goal: Plan engages young people as partners in decision making
Anticipated Outcomes
and Outputs
2013 BASELINE
INDICATOR
TARGETS for 2015:
TARGETS for 2020:
Data Source
Frequency
Who will
measure it?
Where
reported?
Some examples
of influence from
existing YAP
(documentation
available)
Examples of strategic
decisions that have been
influenced by YAPS
Examples from each
of the initial 15 YAPs
Examples from every
CO and NO (with
YAP???)
Mid-term and
final evaluation
Youth
Engagement
Manager IH
with evaluators
Mid-term
and final
evaluation
reports
Feedback indicating that
Plan’s programming
better adapts / responds
to the needs of young
people
Positive feedback
that Plan’s
programming better
adapts / responds to
the needs of young
people in 15
NO/COs
Evaluations/
reviews/
decision
making
documents
show
incorporation of
response to
young people
4 x year
Youth
Engagement
Manager IH
Global
Update
Outcome 1
Country and National
Offices have Youth
Advisory Panels
influencing strategic
decision making. This
leads to more relevant
programmes and the
building of young
people’s skills.
Outputs
1.1
Country and
National Offices
establish new Youth
Advisory Panels
12 Youth Advisory
Panels
operational
Positive feedback that
that Plan’s
programming better
adapts / responds to
the needs of young
people in X NO/COs
80% of young people
in YAPs report that
they have developed
useful skills through
their involvement in
YAP
Interviews with
staff and young
people
Survey with
CMTs
Young people in YAPs
feel that they have
developed skills as a
result of the YAP
60% of young people
in YAPs report that
they have developed
useful skills through
their involvement in
YAP
New CO Youth Advisory
Planels established in
order to develop Plan’s
learning for wider rollout
and to enhance
meaningful regional
youth representation at
the MA.
3 new CO YAP
established in order
to develop Plan’s
learning for wider
rollout
All CO / NO have a
YAP
Number of
panels set up
X of meetings per
year
X of meetings per year
Meeting
records
Management attendance
at YAP meetings4 OR
YAP attendance at
3
Qualitative
interviews/
surveys to
measure
influence and
skills
development
management meetings
at least twice per year.
1.2 young people’s input
available for key
decisions
Some examples
from selected
countries
Or x of CO/NO YAPs
attending meetings
Systematic process in
place whereby staff
listen to YAP input,
consider it, decide on
relevant action and
communicate
consequent actions/
decisions in a
transparent, participatory
manner.
Or x of CO/NO YAPs
attending meetings
Minutes of all
meetings held with
YAPs evidence
a)discussions where
due consideration
given to YAP
recommendations
b) how.management
report back to the YAP
on the Implementation
of decisions made
together.
All YAP members
have completed at
least Module 1 of the
Plan Academy course
on “Working with
Young People as
partners”
Meeting
minutes and
attendance
records
1.3 Young People have
the skills to be able to
input meaningfully to the
decision making process
Not measured
systematically
Young people take part
in relevant, tailored
training offered by Plan
X of young people
receive training
Outcome 2.1
Unknown
YAP members feel that
staff are working
effectively with them, in
an environment of
mutual respect and
learning
70% of YAPs feel
that staff are working
effectively with them
in an environment of
mutual respect and
learning
90% of YAPs state
that they feel that staff
are working effectively
with them, in an
environment of mutual
respect and learning.
Staff who work with
youth advisory panels
state that they feel that
young people are
working with them in an
70% of staff who
work with youth
advisory panels state
that they feel young
people are working
with them in an
envirnonment of
90% of staff who work
with youth advisory
panels state that they
feel that young people
are working with them
in an environment of
Staff are effectively
working with young
people to enhance
internal decision
making in an
environment of
mutual respect and
learning.
4
Meeting can be virtual or face to face, depending on context.
4
At mid-term and
final evaluation
Reviewers/
Evaluators
Plan Academy
Completion
records
MTR Survey
Final evaluation
At mid-term and
final evaluation
Reviewers/
Evaluators
Survey or midterm/ final
evaluation
workshops
At Mid Term
and Final
evaluation
Reviewers/
Evaluators
MTR and
final
evaluation
Youth focus
group? Do we
get reports
MTR and
final
evaluation
MTR and
final
evaluation
Output
2.1
Staff at
International
Headquarters and in all
country, national and
regional offices have the
understanding and skills
to engage young people
in internal decision
making5.
Not measured
environment of mutual
respect and learning.
mutual respect and
learning
mutual respect and
learning.
Capacity and technical
resources in place in
Plan to ensure staff have
access to necessary
skills development
Roll out of How To
Guidance on Plan
Academy Discover site
A technical network
is appointed and
supports
development of How
To guidance
% staff who have
taken Plan Academy
course/ % of countries
with teams who have
taken Plan Academy
course
Regional networks
support learning and
sharing and support
linking of youth
engagement with
regional priorities.
A technical network
disseminates the
How To Guidance on
Plan Academy
Discover Site
All staff recieve How
To Guide
A Plan Adamdey
course is developed
and piloted
Staff who have
followed guidance/
training feel that they
have the skills
necessary to partner
with young people
Case studies shared
on the influence and
added value of GYAP
and YAPs
Plan Academy
completion
records
Scrutiny of Plan
Academy
Discover site
which hosts
podcasts,
guidance etc.
Annual
Youth
Engagement
Manager IH
Global
Update
Plan Academy
Post course
completion
Survey with
learners
At least 5 people in
each CO and NO have
completed the three
module course,
leading to the setting
up of a Youth Advisory
Panel.
Learners of Plan
Academy able to
share concrete
examples of how
they have applied
learning
Learners able to share
concrete examples of
how they have applied
learning
This was originally “Staff and young people in offices with Youth Advisory Panels and Youth Trustee systems are using globally defined and agreed standards for working together in an
environment of mutual respect and learning to enhance programmes and mutually develop relevant skills.” However, it was agreed that a practical course and guidance would be more
helpful than standards, particularly in view of existing work on CCCD Standards.
5
5
Recruitment pack
developed for
offices with Boards
of Trustees
Regional networks
operational, sharing
experiences and
expertise and linking
youth engagement
with regional priorities.
Options outlined and
implemented for youth
engagement at IH
Outcome 2.2
0
Regional networks
of Youth Advisory
Panel members
supported by a
regional focal point
share learning to
improve practice
and impact.
Output 2.2
Regional networks
sharing learning
0
Functional regional
networks
X regional networks
established
Regional networks
meet at least once a
year (virtually or face
to face) to share
learning
Self reporting
by Plan
Annual
Youth
Engagement
Manager IH
Global
Update
Each region has a
regional network of
YAP members
Self reporting
by Plan
Annual
Youth
Engagement
Manager IH
Global
Update
GYAP writing/
making videos
sharing
learning
Qualitative
interviews/
surveys with MA
Mid-term and
final evaluation
X focal points
A staff regional focal
point is appointed for
each region
Outcome 3
A Global Youth
Advisory Panel is
sharing learning and
0
GYAP members
demonstrate how they
have disseminated
knowledge and
70% of NO / CO
YAP members report
feeling satisfied with
learning interactions
and information
shared from GYAPs.
6
Documentation of
impact and shared
learning disseminated
through CO and NO
level YAPs to peers
80% of NO / CO YAP
members report
feeling satisfied with
learning interactions
and information
shared from GYAPs.
Youth
Engagement
Manager IH
expertise, electing and
supporting youth
representatives to the
MA, and disseminating
knowledge and
information amongst
peers to enhance
transparency and
participation of young
people in Plan’s
decision making.
Output
3.1
A Global Youth
Advisory Panel of young
people will be set up,
with its own work plan.
information amongst
peers
GYAP follow a fair
election process and
support nominated youth
representatives to the
MA
Youth Observers
contributing to the MA
meetings
0
Terms of Reference and
recruitment mechanism
for recruiting committed,
experienced, competent
young people in place.
90% of GYAP
members reporting
they are satisfied
with representation
and selection
process for GYAP
representation on
MA.
and YAPs,
GYAP
95% of GYAP
members reporting
they are satisfied with
representation and
selection process for
GYAP representation
on MA.
Youth Observers
contributing twice a
year to the MA
meetings
Representatives
share outcomes with
GYAP
ToR and recruitment
mechanisms in place
with
evaluators
Youth Observers
contributing twice a
year to the MA
meetings
Representatives share
outcomes with GYAP
Annual workplan
disseminated
Reporting on annual
workplan completion
Annual
workplan
review
GYAP TORs
Annual
Youth
Engagement
Manager IH
Global
Update
Minutes of
fortnightly
meeting
Annual
Youth
Engagement
Manager IH
Global
Update
Annual workplan
disseminated.
Reporting on annual
workplan completion.
Output
3.2 Global Youth
Advisory Panel shares
learning with its peers
GYAP members report
to their CO/NO panel
Output
3.2 Global Youth
Advisory Panel will elect
Representatives elected
to MA
2 representatives
elected to MA
Representatives
appointed to each MA
meeting
7
two representatives to
the Members’ Assembly.
Outcome 4
Plan’s Members’
Assembly engages
young people in
decision making in a
spirit of collaboration,
transparency and
mutual learning.
0
Representatives
appointed to each MA
meeting
Representatives
appointed to each
MA meeting
MA have youth
participating with clear
roles
Young people attend
MA
Young people attend
MA
Young people are
invited to contribute
and are able to
contribute, as
evidenced by
minutes of meetings
which show due
consideration given
to YAP
recommendations
Young people are
invited to contribute
and are able to
contribute, as
evidenced by minutes
of meetings which
show due
consideration given to
YAP
recommendations
Positive feedback by
majority of
delegates, staff and
young people that
young people’s
engagement is
starting to take place
in a spirit of
collaboration,
transparency and
mutual learning
Positive feedback by
delegates, staff and
young people that
young people’s
engagement takes
place in a spirit of
collaboration,
transparency and
mutual learning
Allocation of youth
observer seats with
clearly defined and
agreed role.
Attendance of youth
observers
Engagement of young
people takes place in a
a spirit of collaboration,
transparency and mutual
learning
Outputs
4.1 Members’ Assembly,
as an interim measure,
allocates two youth
representative seats in
order to engage young
0
MA attendance
records
MA Observer
TORs
2
2 seats
By Law change to
enable young people
to attend as full
delegates, rather than
observers
8
MA evaluation
forms, which
include 2
questions
regarding youth
observers
2 x year
IH- Assistant
Company
Secretary
Global
Updates
Mid Term and
Final evaluators
Interviews with
Observers and
MA delegates
Mid Term
and Final
evaluation
reports
Youth
observers and
MA participants
provide
evidence of
mutual
learning,
collaboration
and
transparency.
Attendance
records
MA
evaluation
report
2 x year
IH
Global
Updates
people in Plan’s strategic
decision making
4.2
A number of
National Offices
nominate Youth
Trustees as MA
delegates.
1
UK, Norway and Finland
3+
Evidence of
encouragement by MA
Chair
Attendance
records
Interviews
2 x year
IH
4.3 Support mechanism
for young people,
Members’ Assembly,
Chair, and staff in place
(Pre MA briefings,
buddying, briefing with
MA chair, chaperones)
N/A
Terms of Reference
Agreed
Necessary resources
allocated to ensure pre
MA briefings, buddying,
briefing with MA chair,
chaperones and other as
required)
Effective
implementation and
evolution of terms of
reference based on
learning.
Terms of
Reference
review
Mid Term and
Final Evaluation
IH- Assistant
Company
Secretary
Mid Term and
Final evaluators
4.4 Transparent learning
and accountability
mechanism in place
N/A
MA evaluation form
includes two questions
on Youth Engagement
Development and
implementation of the
learning and
accountability
mechanism.
Evaluation
forms
2 x year
IH- Assistant
Company
Secretary
Mid-term and
final evaluation
9
Global
Updates
Mid
Term
and
Final
evaluati
on
reports
Mid-term
and final
evaluation
reports