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Undertaking Child Impact Assessments in New Zealand Local Authorities

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Undertaking Child Impact Assessments in New Zealand Local Authorities Undertaking Child Impact Assessments in New Zealand Local Authorities: Evidence, practice, ideas August 2008 Authors: Nic Mason & Kirsten Hanna Institute of Public Policy AUT University AUCKLAND Aotearoa-New Zealand 0 Contents 1. Executive summary ............................................................................................... 3 2. Rationale for research .......................................................................................... 8 3. International and national literature on Child Impact Assessments .................. 10 International examples ................................................................................... 16 City of Edmonton, Alberta, Canada ..................................................... 17 4. The New Zealand context: relevant New Zealand legislation ............................ 18 Local Government Act 2002 ........................................................................... 18 United Nations Convention on the Rights of the Child (UNCROC) ................. 18 5. Two case studies ................................................................................................. 21 Overview ......................................................................................................... 21 Aims ................................................................................................................ 21 Methods ......................................................................................................... 21 Recruitment .................................................................................................... 21 Case Study I: Auckland City Council ................................................................ 23 Case Study II: Manukau City Council .............................................................. 31 Councils that did not proceed ........................................................................ 36 6. Discussion ........................................................................................................... 38 Multi-skilled, motivated and cohesive group ................................................. 38 Supportive strategic and policy environment ................................................ 39 Council expertise well matched with external expertise ................................ 39 Good quality information ............................................................................... 39 Adequate budget ............................................................................................ 40 Early engagement in policy review processes ................................................ 40 Meaningful participation of children .............................................................. 41 Acceptance of children’s views ....................................................................... 41 Participation of child-focused agencies .......................................................... 42 Inter-departmental communication in councils ............................................. 42 Dedicated Child Advocate .............................................................................. 43 Exploratory approach ..................................................................................... 43 Practical and user-friendly process ................................................................. 44 Transparent process ....................................................................................... 45 Sector transience ............................................................................................ 45 Senior management and political commitment ............................................. 45 The family of impact assessments .................................................................. 46 Affirmative framework ................................................................................... 47 7. Template for implementation ............................................................................ 48 8. Conclusions ......................................................................................................... 53 9. Bibliography ........................................................................................................ 57 Appendix I ................................................................................................................... 59 Appendix II .................................................................................................................. 64 Appendix III ................................................................................................................. 66 Child Impact Assessment Project Reference Group members ....................... 66 Child Impact Assessment meeting .................................................................. 66 Appendix IV ................................................................................................................ 69 International examples ................................................................................... 69 Swedish model ..................................................................................... 69 1 Commissioner for Children initiatives in Scotland and Northern Ireland70 Finnish model ....................................................................................... 70 City of London, England ....................................................................... 71 Appendix V ................................................................................................................. 71 2 1. Executive summary Child Impact Assessment involves assessing a proposed policy, decision or activity to determine its likely impact on children. It can be seen as one way in which signatories to the United Nations Convention on the Rights of the Child can fulfil their obligation under Article 3(1) to ensure the best interests of the child become a primary consideration in all actions affecting children, including actions undertaken by governmental bodies. Although children and young people are a significant group in Aotearoa-New Zealand, with under-20-year-olds comprising nearly 30% of the total population (Statistics New Zealand, 2007), their interests are not routinely taken into account in governmental decision-making processes. Yet there are good reasons for systematically considering children’s best interests, including: 1. Children are citizens; 2. Children are largely excluded from decision-making processes; 3. Children make greater use of and have a greater dependence upon public services; 4. Child wellbeing is as vital to the nation’s future sustainability as a healthy environment, society and economy; 5. Children are more likely than any other sector to experience poverty; 6. Children are more vulnerable to adverse circumstances; 7. Children’s issues are not highly visible in government processes. The importance of creating greater awareness of children’s strengths and needs when developing policies, allocating funding and delivering services is therefore crucial. The benefits of an enhanced understanding by decision-makers of children’s needs are potential cost savings where services and children’s needs are aligned. Child impact assessments are one mechanism that can raise awareness and facilitate action. Child impact assessment is an emerging field of practice internationally and in New Zealand, with predominantly theoretical contributions dominating the discourse thus far. Where child impact assessments have been undertaken internationally, these have largely been at a state legislative level. The New Zealand Office of the Children's Commissioner was interested in testing the feasibility and effectiveness of child impact assessments locally, specifically at the local government level of democracy. The Commission contracted AUT University’s Local Government Centre to undertake child impact assessment projects in a sample of local councils and to report on the implementation processes and outcomes. UNICEF provided additional resourcing in supporting this venture, and an external Reference Group was assembled to support and guide the project. The age bracket identified for this research was children aged under 18 years. As part of this work, a literature review was undertaken prior to the New Zealand-based implementation pilots. This review suggested that for child impact assessments to be 3 successfully integrated into an organisation (though not specifically into a council), it was preferable that a range of factors existed in situ. The literature suggested that successful development, implementation and evaluation of child impact assessment that focussed upon “the best interests of the child” needed: ¥ senior organisational and political commitment; ¥ an adequate budget; ¥ a supportive strategic and policy environment; ¥ a multi-skilled group of staff; ¥ clarity of purpose; ¥ transparent and replicable steps; ¥ a practical and user-friendly process; ¥ to be carried out early in the policy / review process; ¥ good quality local qualitative and quantitative data; ¥ the meaningful participation of children, as well as the participation of agencies that advance children’s interests; ¥ solutions and alternatives to be presented; ¥ to demonstrate how the assessment process was making a positive difference for the organisation; ¥ good communication of findings; ¥ monitoring of actual impacts for local children; and, ¥ to be an ongoing rather than a one-off process. Child impact assessments were piloted in Auckland
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