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You can find the  links to the most recent issues here:

Volume 53, No. 4, November 2018
Reconceptualising system transitions in education for marginalised and vulnerable groups
Guest Editors: Paul Downes, Erna Nairz‐Wirth, Jim Anderson

Volume 53, No. 3, September 2018
Learner agency at the confluence between rights-based approaches and well-being
Guest Editor: Jean Gordon

Volume 53, No. 2 June 2018
Special Issue: Are Student Assessments Fit For Their Purposes?
Guest Editor: Janet Looney

Volume 53, No. 1. March 2018
Special Issue: Innovative approaches to Continuous Professional Development in Early Childhood Education and Care. A European perspective.
Guest Editors: Brecht Peleman, Bente Jensen and Jan Peeters

Volume 52, No. 4 December 2017
Special Issue: Education for people, prosperity and planet: Can we meet the sustainability challenges?
Guest Editor: Aaron Benavot

Volume 52, No. 3 September 2017
Title: Participatory Design for (Built) Learning Environments
Guest Editors: Karen D. Könings and Susan McKenney

Volume 52, No. 2 June 2017
Title: The Influence of PISA on Education Policies
Guest Editors: Alain Michel and Xavier Pons

Volume 52, No.1 March 2017
Title : Higher education learning outcomes - transforming higher education ?
Guest Editors : Joakim Caspersen and Nicoline Frolich

Volume 51, No.4 December 2016
Title: Governance Dynamics in Complex Decentralised Education Systems
Guest Editors: Edith Hooge

Volume 51, No 3 September 2016
Title : Vocational Schooling and Social Exclusion in the Western Balkans
Guest Editors : Claire Gordon and Will Bartlett

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Tel.: +33 (0)1 49 23 58 30
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​Child to Child - Tricia Young

Child to Child is a UK-based international NGO promoting children’s rights. It is a pioneer of child participation and is working to mainstream child participation in society.
Recognizing that there are numerous barriers to the realization of this fundamental human right (Child to Child, 2014). Child to Child’s strategy is based on a ‘theory of change’, which sets out the changes that must occur for children’s participation to be mainstreamed and institutionalized:
  • The recognition that children are capable of making a meaningful contribution
  • The creation of an enabling environment, with ‘space’ relinquished to sharing power and providing decision making opportunities to children and young people
  • Adults and children recognizing that all children have equal rights
  • The development of appropriate policy and legal frameworks with commitment to implementation, backed by sufficient resources
  • Governments and donors placing children at the heart of their agendas and the post-2015 framework

While Child to Child seeks to actively influence all five areas, its predominant focus is on the first three. Child to Child’s participatory methodology is intended to harness the spontaneously occurring interactions between children to promote active learning and enable children to identify what action they may take to impact positively on themselves, their peers, families and communities.  Children are encouraged to take part in in decision-making processes and yo bring about change on issues which concern them. A recent example of this can be found in a Child to Child programme in London, the aim of which is to promote the inclusion of marginalized secondary school pupils. Children participating in this program have identified various issues that concern them on which they have taken a range of actions. The issues include homelessness, bullying and street crime. Actions taken include fundraising for a local homeless shelter and making a short film on bullying.
Community stakeholders are encouraged to recognize the contribution that children can make and enhances their ability to incorporate child participation within their programming so that they can work meaningfully with children. Programs incorporating Child to Child have been implemented in over 70 countries, impacting millions of children worldwide and have been found to be of particular benefit in communities where children experience significant disadvantage.
Through both the process of children’s meaningful engagement and the training and capacity development of adults (for example, policy makers, teachers and parents), space is created for children to be active partners in the realization of their rights to survival, protection, development and, of course, participation. The guiding principles of the UN Convention of the Rights of the Child are inclusion, non-discrimination and support for the best interests of the child underpin the methodology.
Child to Child is part of a global network with an international outreach.  Partners  work together to advocate to governments, policy makers, donors and others for greater social change on children’s rights. In recognition that advocacy is more effective when underpinned by a robust evidence base, Child to Child is actively promoting uptake of a monitoring and evaluation framework and toolkit for children’s participation ( The framework and toolkit is intended to support agencies to monitor and evaluate children’s participation in programs, communities and in wider society in partnership with children themselves. Child to Child is convening a multi-agency consortium to develop a digital hub for children’s participation, a key objective of which will be to promote uptake of this evaluation toolkit and also to crowd-source the evaluation evidence that it generate.  

According to program leaders, the projects that Child to Child implements, with and for children, are designed so that they are easy to organize within any context and require minimal resources. First a local children’s organisation (for example a school or youth club) where Child to Child activities can take place is identified and an enthusiastic adult is selected to support the children. Simple tools and manuals are provided, as well, but these act as guides for awareness and action rather than step-by-step instruction manuals.
Child to Child activities emphasize taking into account culture, environment and the local context, whether the activities are taking part in the U.K. or in Asia or Africa. For example, as part of the public health response to the recent outbreak of Ebola in Sierra Leone, Child to Child needed to completely stop its program on early childhood education and life skills. It identified that a safe way to continue the project would be through organizing an educational radio series, which it has created in partnership with children. An award-winning radio production team - Pearl Works – was commissioned to support this process. Groups of children were subsequently trained as journalists and they have identified and generated content that reflects the reality of children’s lives in Sierra Leone for the series Pikin to Pikin Tok.
Child to Child also focus on equipping adults to play a significant role in children’s lives with the knowledge, skills and understanding to support and / or facilitate participation. When working in formal education settings, its programs include training and capacity development for teachers to allow them to adopt more participatory approaches in their classrooms and schools. Many (sometimes all) of these teachers are untrained, unqualified and often unpaid. A key challenge is creating an attitudinal shift, a long-term process requiring investment of time and resources (for example, for on-going training and support).
In Sierra Leone for example, Child to Child was active in a teacher training programme on child participation. They started a dialogue with the teachers about the feasibility of introducing more opportunities for child participation in classes, which typically have around 70 students. Over time teachers were gradually encouraged to enhance their understanding of what was needed, and the benefits of working with children in this way.  Teachers had the opportunity to learn new skills on how create more space for child participation within the class. Some of the specific techniques they learned included asking open questions (rather than presenting yes or no choices), encouraging group work (as opposed to lecturing or requiring individual study) and critical thinking (where concepts and principles underlying lessons are identified so that children are better able to understand the information they are being given.) After this training, teachers who had been trained began to advocate for more child-centered approaches with other teachers.