Children and Youth assets (social, human, and other forms of capital) can be decreased or increased by the interaction between the context they live in, the policies and programs they have access to, and the individual choices they -or their caretakers- make. The presentation then presents a model for integrating cross sector interventions to build a virtuous cycle of sustainable development for and with children and youth.

1. Children and Youth in Sustainable
Development
Juan Felipe Sanchez, Senior Children and Youth Specialist
HDNCY, The World Bank, 2006

2. Underpinning Concepts
02/21/2006
JF Sanchez - The World Bank
2

3. Concepts: The Intergenerational
Transmission of Poverty
Source: Moore, K, quoted in UN WYR 2003
02/21/2006
JF Sanchez - The World Bank

4. Why Children? Why Youth?
•Demographic urgency
•Economic efficiency
•Political imperative
•Crucial to achieve MDGs
The earlier the investment,
the longer the benefits
and, usually, the lower the
costs:
•Investing in children:
•Highest leverage point
for investments to build
human / social capital
•Investing in youth:
•Preserves benefits of
earlier investments in
children
•Counteracts lack of
earlier investments
•Has added value of
immediate
intergenerational effects
as youth become new
parents
Source: HDNCY 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
4

5. Concepts: Children and Youth Assets
Children & Youth Assets (forms of
capital)
•Human –
e.g. health, nutrition,
hygiene/sanitation, education/life skills
•Social –
e.g. household relations, networks,
peers, associations, NGOs/CBOs
•Financial –
e.g. income, employment,
access to credit/cash transfers programs
•Physical –
e.g. shelter/housing, built
environment/urban infrastructure, public space
•Natural –
risk-free areas
e.g. quality of air/water/land,
•Political –
e.g. participation/involvement in
national / local development/civic affairs;
enabling policies /legal/protection;
human/children rights
•Cultural –
e.g. socio-cultural norms and
values; dreams/aspirations
Source: J.F. Sanchez 2003, Plan International
02/21/2006
JF Sanchez - The World Bank
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6. Concepts: Determinants of Children and Youth Assets
Children and Youth Assets
(forms of capital)
Enabling Policies,
Institutions and
programs
Context
•Income
•Age
•Policy
environment (e.g.
•Gender
•Ethnic
governance, livability,
competitiveness, land use,
zoning, legal/ judicial/ police)
•Urban / rural
settings (e.g. high population
•Implementation of Rights
of the Child (CRC)
density, slums / at risk areas,
distance, access)
•Supply side (e.g.
quantity/quality of programs,
location, structure, targeting,
service delivery, staffing,
budgets)
•Family/community
/peers
•Conflict
•Demand side (e.g.
•Shocks
cash incentives, interaction
among clients/ service
providers/ policy makers)
•Trends
Choices
(household / individual choices)
•Information
•Resources
Children and Youth assets might
decrease or increase as a result of the
interaction between the context,
policies / institutions / programs, and
choices
02/21/2006
•Managing risks
•Capabilities
•Seizing
opportunities
Source: J.F. Sanchez, 2005, HDNCY -The World Bank
JF Sanchez - The World Bank
6

7. Concepts: Children and Youth
Maternal/neo-natal
stage
Early childhood
0-5
years
Children
Growing up healthy
and
6-14 years
At-risk
Children and
Youth
Youth
Adolescents
15-18 years
Young adults
19-24 years
Source: HDNCY 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
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8. Concepts: The Life Cycle Framework
CHILDREN AND YOUTH FACE DIFFERENT
VULNERABILITIES AT DIFFERENT AGES
The main stages in the lifecycle
Peri-natal period
Perinatal
Neonatal
period
Pregnancy
Birth
Death
Early
neonatal
period
Aging
7 days
Infancy
28 days
1 year
Adulthood
"Pre - school” years
Reproductive
period
Adolescence
5 years
20 years
10 years
Childhood
"School - age"
Source: HDNCY 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
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9. Concepts: Identifying Risks and Opportunities
with a Life-Cycle Framework
Many of the
greatest
risks are
concentrated
in the
earliest
years and in
adolescence
Source: HDNCY 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
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10. Concepts: Risks, Determinants, and Outcomes Are
Linked
Vertically Along the Life Cycle
Ages 0-5 (Early Child Care)
Ages 6-14 (School Years)
Ages 15-24 (Youth Years)
Survival; care and protection of new
born
Nutrition adequacy
Immunization
Cognitive stimulation
Readiness for school
Adjustment to formal school
Completion of primary school
Readiness for reading, counting, and social
interaction
Maintaining good health
Adjustment to adolescent years
Completion of higher education
Entering marriage age
Adjusting to reproductive roles and
behaviors
Readiness for job markets
Malnutrition
in
mothers
aggravates
risks
for
child
mortality and malnutrition. Child
malnutrition raises risks of child
mortality
and
school
performance in later years.
Poor health outcomes and lack of
pre-school affect school attendance
and
performance,
and
are
aggravated by illiterate parents,
especially mothers.
Poor school performance and
participation, and continuous poor
health outcomes further affect
reproductive health for women,
employability, and income-earning
opportunities later in life.
Source: HDNCY 2005 and MNA 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
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11. Example of Missed Opportunities and Outcomes Along the Life Cycle
MISSED OPPORTUNITIES DURING EARLY YEARS (AGES 0-5)



Children who survive are at risk of poor health due to inadequate nutrition and poor health.
Children growing up in country *** and in particular in rural areas have few chances of preschool education.
Lack of prenatal care, early marriage and hence early pregnancy, and high rates of teenage
fertility have contributed to maternal mortality
CONSEQUENCES FOR SCHOOL YEARS (AGES 6-14)







Early school drop out (15.65%)
Poor school performance (51% completion rates)
Child labor prevalence (between 12-20%)
Idleness – no work, no study (37%)
Adapting to street life / falling in conflict with law (data not reliable – distorted estimates
suggest between 5-10%;)
Disability (prevalence rates to be verified)
Reduced chances of equal opportunity in the long run, especially for girls
MISSED OPPORTUNITIES IN SCHOOL YEARS (AGES 6-14)
•
•
•
•
•
Dropping from school in early years
Not reaching the school dropouts and disadvantaged (child labor, exploitation, idleness,
street life)
Insufficient attention to parents literacy and awareness
Lack of school health and nutrition
Juvenile justice
CONSEQUENCES FOR YOUTH YEARS (15-24)
•
•
•
•
Unemployment / Inactivity
Lack of Access and Retention in Secondary Education
Risky Behaviors (early pregnancy, HIV/AIDs, violence and crime, substance abuse
Lack of Participation in Development Policies and Process
Source: MNA 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
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12. Policies, institutions, programs need to
manage opportunities and risks around 5
related transitions
Progressing
through
school
Policies and
Institutions
Staying
healthy
Going to
work
Exercising
citizenship
Growth and
Poverty
Reduction
Forming
families
Source: WDR 2007, The World Bank
02/21/2006
JF Sanchez - The World Bank
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13. Policy Pillars
• Opportunities: Broaden options for young
people
• Agency: Enable capable and responsible
decision-making by them (or by care-givers in
the case of younger children)
• Second Chances: Mitigate the consequences
of poor decisions (made for and by the
young) and bad luck
Source: WDR 2007, The World Bank
02/21/2006
JF Sanchez - The World Bank
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14. Social Risk Management Strategies
Source: World Bank HDNCY
2004
JF Sanchez --- childrenandyouth@worldbank.org

15. Children and Youth: Sustainable Development Cycle
Outcomes
(effects on C&Y wellbeing)
Changes in Children
and Youth Assets
(forms of capital)
Policy Pillars
•Opportunities
•Agency
•Second Chances
Context
(income, age,
gender, ethnic,
type of urban
setting,
community)
Natural
Enabling
policies,
institutions
and
programs
Risk Management
Strategies
•
Prevention
•
Mitigation
•
•Growing up
healthy
•Learning
•Working
•Forming
families
• Exercising
citizenship
Coping
•Survival
•Development
•Protection
Choices
•Participation
(household / individual)
(Outcomes as
per the
Convention on
the Rights of
the Child)
Source: J.F. Sanchez 2006, based on HDNCY 2005 and WDR2007, The World Bank
02/21/2006
JF Sanchez - The World Bank
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16. Integrating Children & Youth Into
Cross Sector Programs
02/21/2006
JF Sanchez - The World Bank
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17. Integrating Children and Youth (C&Y) into Cross
Sector Program Cycles
Dialogues/participation at all stages of
strategy/policy development and
implementation
e.g. including children and youth -and institutions that
affect them
Age-specific cross-sector
analyses
C & Y monitoring /
evaluation (M&E)
1- Identification and
mobilization of key
stakeholders
1.Identificaci
óny
mobilizacilos
ónde
actores
principales
e.g. age-specific indicators,
annual state of C&Y progress
report; participatory monitoring
/ social accountability
5 – Monitoring,
evaluation and learning
5.Monitoreo ón
, Evaluaci
yAprendizaje
Set-up adequate crosssector coordination
e.g. Children and Youth focal
point, coordination platforms,
mandates, capacity building
4 – Implementingde
4.Implementaci
ón los
action plans
planesacci
deón
e.g. poverty
analysis/mapping, vulnerability
assessments, public
expenditure reviews, social
assessments
2.Evaluaci la
ónde
situaci
ón
2- Assessing the
situation
3 Setting direction,:objectives
3.-Direccionamientonde
definici
ó
and
visi ,targets / preparing; formulaci
ón objetivos action ón
ymetas
plans
deestrategias
y planes den
acci
ó
Linking children and youth
outcomes with cross sector
program goals
e.g. growth, investments in
human development, etc.
Focusing budgets / sector actions on long-term
results for children and youth included in crosssector program
e.g. within poverty reduction mechanisms, MDG action
plans, sector programs
Source: J.F. Sanchez 2005
02/21/2006
JF Sanchez - The World Bank
18

18. Building Blocks for Integrated Children and
Youth Investments Along the Life Cycle
Age
25
Livelihoods
Life-long
learning
14
Secondary
+ tertiary
education
Primary
education
6
0
Safe,
healthy
habitat
Healthy
behaviors
Primary health,
care and
nutrition
ECD
Protection
Enabling policies, institutions and processes
Source: Lund, N. and Sanchez, J.F., 2004
JF Sanchez --- childrenandyouth@worldbank.org

19. Enabling policies, institutions and processes
• Policy Environment:
•
Economic growth, targeted development, policy, knowledge, expenditure
priorities
• Supply Side Bottlenecks:
•
Service delivery (public, private, NGO), human capacity, governance
• Demand Side Bottlenecks:
•
•
•
•
•
•
•
•
Tackling incentive problems to increase effective demand for needed
services, legal reform + protection (including application of Convention on
the Rights of the Child), removing barriers to access and participation
Linking C&Y priorities with long term development goals, including the MDGs goals
Integrated interventions along the life cycle, with emphasis on preventions and cotargeting
National children and youth assessments and strategies.
Improving client, service provider and public policy interface
National monitoring and evaluation systems
Partnerships and collaborations
Donor aid harmonization
Enabling policies, institutions and processes
Source: Lund, N. and Sanchez, J.F., 2004
JF Sanchez --- childrenandyouth@worldbank.org

20. Participation
• Inclusion, youth at the
development table
• Youth in civil society dialogues
• Youth voices and links to country /
local development
• PRSPs / CAS / national / urban
development planning
• Participation in preparation and
implementation of policy
instruments and reforms
• Youth-led initiatives and projects
• Monitoring of development results;
social audits
• Enhancing capacity of youth
organizations and their local and
global networks
Source: Lund, N. and Sanchez, J.F., 2004
JF Sanchez --- childrenandyouth@worldbank.org

21. Supportive families and communities
• Household level demand factors
• Social recognition of youth potential
• Youth-friendly cultural norms and
institutions concerning:
•
•
•
•
•
•
•
•
•
Entitlements
Inheritance
Property rights
Marriage institutions
Age
Gender
Ethnic
Religion
Elimination of stigma (HIV-AIDS, youth
gangs, etc.)
• Youth participation in community-driven
development
• Civil society engagement
JF Sanchez --- childrenandyouth@worldbank.org
Source: Lund, N. and Sanchez, J.F., 2004

22. Investing in the young -and
engaging them in development
processes- will lead to
healthier and safer
communities, enabling their
contribution to growth and
wellbeing!
Source: J.F. Sanchez 2006, HDNCY – The World Bank
02/21/2006
JF Sanchez - The World Bank
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23. Towards Age-specific Cross-sector Programs:
Children
02/21/2006
JF Sanchez - The World Bank
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24. Building Blocks for Cross-sector Programs Along the Life Cycle:
Investing Early in Life…
Age
25
Livelihoods
and
employment
Life-long
learning
14
6
0
Secondary
+ tertiary
education
Primary
education
Safe,
healthy
habitat
Healthy
behaviors
Protection of
the most
vulnerable
(OVC)
Early
Childhood
Development
Child health
+ nutrition
Supportive families and communities
Source: HDNCY 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
25

25. Examples of Cross-sector Interdependencies to Achieve
Children Outcomes
Preventing child mortality depends on:
•Long-term improvements in environmental factors at the community / local levels (Land
Use Planning, Environment, Infrastructure, Disaster Prevention Sectors)
•Provision of safe water and sanitation (Water/Environment Sectors)
•Adequate shelter (Housing Sector)
•Mother’s education (Education Sector)
•Adequate income support to buy adequate food supply (Social Affairs/Social Protection
Sectors)
•Nutrition and facilitating access to health services (Health Sector)
Achieving “education for all” is a function of both supply and
demand side measures:
•Demand side measures
•conditional income support to families of out of school children (Conditional Cash Transfers
Programs)
•counseling and rehabilitation programs for children with special needs (NGO’s and Communitybased organizations)
•Supply side measures
•location of additional educational facilities (Land Use Planning, Zoning)
•skilled human resources and quality education content and systems (Education, Finance and/or
Planning Sectors)
Source: HDNCY 2005 and MNA 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
26

26. Example: Malnutrition
Mother’s Education
(feeding practices)
•Public Health:
breastfeeding / weaning
practices; mother’s
nutrition
•Education: Literacy for
mothers
Food Availability
(associated with poverty)
•Social Funds: cash
transfers
•Food/Agriculture:
prices; food
availability/imports;
household agricultural
initiatives
Health Environment
(water/sanitation)
•Water/Sanitation:
access to safe drinking
water; healthy habitat;
hygiene practices
•Planning: growth, land
use, zoning; peri-urban
areas improvement
•Transport: market
access; transportation;
storage; distribution
Source: HDNCY 2005 and MNA 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
27

27. Towards Age-specific Cross-sector Programs:
Youth
02/21/2006
JF Sanchez - The World Bank
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28. Building Blocks for Cross-sector Programs Along the Life Cycle:
… Continue Investing in Youth
Age
25
Livelihoods
and
employment
14
6
0
Life-long
learning
Secondary
+ tertiary
education
Healthy
behaviors
Investing earlier in life
Supportive families and communities
Source: HDNCY 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
29

29. Example: Reaching School Drop-outs
Institutional
capacity building
•Social Funds:
institutional
capacity
building,
municipalities,
universities;
youth
organizations)
Mentoring
programs
•Education:
School
counseling &
mentoring
(volunteers,
university
students; youth
organizations)
Second Chances
•Education:
restoration to
education;
literacy;
vocational
direction
Participatory Ed.
Methodology
Cash / in-kind
incentives
•Education:
Specialized
teacher training;
class-based
reforms
•Social
Funds: food;
cash transfers
•Social welfare:
Integration into
family and
community
Source: HDNCY 2005 and MNA 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
30

30. An Example of Cross-sector Interdependencies:
Enhancing the Education – Employment Nexus
(transition to work)
Improving quantity and
quality of post-primary
education
•Education: financing
and expansion of
secondary / tertiary
education (public –
private – informal)
•Planning/transport:
Land use/supply;
infrastructure; location of
education facilities
•Education: Improving
curricula, teachers and
accountability of
secondary / tertiary
education
• Vocational Training:
linking VET to labor
market demands
Enhancing Choices
(information, capacity, resources)
•Labor / Education / Social
Affairs / Youth: information
dissemination of market-based
skill demands and learning
opportunities
•Social Affairs / youth /
Education: counseling /
mentoring / vocation orientation
•Vocational Training: marketbased training and programs
•Vocational Training:
enterprise-based training
•Social Funds: credit for youth
livelihood activities / enterprise
creation
Second Chances
•Social Funds /
Social Welfare:
incentives / credit /
student loans for
post-primary school
attendance
•Education:
equivalence programs
•Social Affairs /
Education / Youth /
NGOs: remediation /
youth literacy /skillsbased programs
•Social Affairs /
Youth: youth-led
income generation
projects
Source: HDNCY 2005 and MNA 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
31

31. Youth are not to be feared or
perceived just as a ‘problem’ or
an issue to be solved sometime in
the future.
The young are a dynamic
piece of the development
puzzle –a positive part of
the solution…today!
Source: J.F. Sanchez 2006, HDNCY – The World Bank
JF Sanchez --- childrenandyouth@worldbank.org

32. Annexes
02/21/2006
JF Sanchez - The World Bank
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33. Annex 1: MDGs on Children & Youth
Outcomes are the measure
of success:
Within the 8 broad MDGs there
are specific indicators targeted
for children (0-14) and for youth
(15-24)
Progress on meeting these has
been the weakest, with most
countries likely to fail
If we do not scale up actions
rapidly and focus more intensively
on the next generation, these
outcomes will not be met.
MDG Indicators
Targeting Children and Youth
Children (0-14)
Goal 1: Eradicate extreme poverty and hunger
(4)
Prevalence of underweight children (< 5 yrs)
Goal 2: Achieve universal primary education
(6)
Net enrollment ratio in primary education
(7a) % of pupils starting grade 1 who reach grade 5
(7b)* Primary completion rate
Goal 3: Promote gender equality and empower women
(9)
Ratio of girls to boys in primary education
Goal 4: Reduce child mortality
(13) Under -5 mortality rate
(14) Infant mortality rate
(15) Proportion of 1 yr-olds immunized against measles
Goal 5: Improve maternal health
(16) Maternal mortality ratio
(17) Proportion of births attended by skilled health
personnel
Youth (15-24)
Goal 2: Achieve universal primary education
(8) Literacy rates among 15-24
Goal 3: Promote gender equality and empower women
(9) Ratio of girls to boys in sec. & tertiary ed
(10) Ratio of literate females to males 15-24
Goal 6: Combat HIV/AIDS, malaria, and other diseases
(18)
HIV Prevalence among pregnant women (15-24)
(19*) % of pop. 15-24 with comprehensive correct
knowledge of HIV/AIDS
Goal 8: Develop a global partnership for development
(45) Unemployment rate among 15-24
* Proposed as additional MDG indicators, but not yet adopted
Source: United Nations MDGs
Source: HDNCY, 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
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34. Annex 2
Ages 0-5—MDGs and Risks
Relevant MDG Target
Relevant Risks
•
Reduce prevalence of under-weight
children from --% in -- to --% by --
•
Malnutrition: Stunting: --%;
Underweight: --%; Wasting: --%
•
Reduce the infant mortality rate to -and under-5 mortality to -- per 1,000
live births by 2015
•
Infant/Child Mortality Rate: IMR: -per 1,000 live births: CMR: --
•
Maternal Mortality and Morbidity:
MMR: -- per 100,000 live births
•
Childhood Illness: Incidence of
diarrhea (--%); Incidence of ARI (-%); Incidence of fever (--%)
•
•
Reduce maternal mortality and
morbidity rate to -- per 100,000 live
births by 2015 from about -- per
100,000
Increase routine measles vaccines to
at least --% combined with a second •
opportunity for a measles
vaccination
Lack of Early Child Care and
Education: ECD enrollment
Source: MNA, 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
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35. Annex 3
Ages 6-14: MDGs, Risks and Programs
Relevant MDG Target
1.
2.
Relevant Risks
Raise the net enrolment rate
in primary education and
increase the 6th grade
completion rate to 100%
Eliminate the gender gap in
primary education by 2015
1.
2.
School dropouts
 Out of school: --%
 Dropout rate: --%
 Primary school completion
rate: --%
 Idle children: --%
Disadvantaged Children
 Child laborers: --%
 Street children: --% (5-9
years); --% (10-18 years)
 Disabled children --%
Source: MNA, 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
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36. Annex 4
Ages 15-24: MDGs and Risks
Relevant MDG Target
1.
2.
3.
4.
5.
Slow the increase in
spread of HIV/AIDs by
2005 and halve the rate
of increase by 2010
Reduce HIV prevalence
Increase literacy rates
Increase ratio of girls
to boys in secondary
and tertiary education.
Reduce unemployment
rate
Relevant Risks
Unemployment / Idleness
Unemployment rate: --%
Inactivity rate: teenage girls (15-19) = --%; teenage boys
(15-19) = --%; young adult females (20-24) = --%; young
adult males (20-24) = --%
Lack of Access and Retention in Secondary Education
Secondary school enrollment and completion rates: Gross
secondary enrolment rates = --% for boys, --% for girls
(2000/01); Gross tertiary enrolment rates = --% for young
men, --% for young women (2000/01); data on completion
rates
Literacy rate males: --%; females: --%
Risky Behaviors
Early pregnancy: % of early pregnancy (1999) = --%
(teenagers), --% (young adults): impacts maternal mortality
and morbidity and infant/child mortality
HIV/AIDS: Incidence --% of population aged 10-49
Violence and Crime
Substance Abuse
Lack of Participation in Development Policies and Process
Source: MNA, 2005, The World Bank
02/21/2006
JF Sanchez - The World Bank
37

37. Example: Risk Factors For Children and Youth in Urban Settings
Urban enclaves of poverty, high population densities, low levels of
infrastructure, and lack of leisure facilities/public space
Living in disaster-prone/high risk areas, exposure to contaminants
/pollutants
High percentage of young people in the settlement
Low levels of education
Disproportionate high levels of youth unemployment and/or youth
idleness
Weak or non-existent family and community support
Restricted avenues for youth participation and contribution
Limited or differentiated state presence, corrupt and/or violent
state apparatus
Relatively easy access to illicit activities and/or weapons
Source: J. F. Sanchez and A. Semlali, 2006 , HDNCY -The World Bank
02/21/2006
JF Sanchez - The World Bank
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38. Example: Young People Affected by Violence
Risk factors
•
Poverty/inequality of wealth
•
Lack of economic options due
to low levels of education and
high unemployment
•
Violence from state forces or
armed groups
Society
•Access to money and consumer goods
A job/remunerated services, access to guns
as economic tool
Community
Social recognition: clear and strong identity,
status and power, more attractive to girls,
access to guns as a status symbol
Peer group
•Protection, revenge, belonging to a strong
group, access to guns for protection
Social marginalization of poor
or minority ethnic groups
prejudice/racism/low self
esteem
•
Responses made possible by joining an
armed group
•Group culture, parties, drugs, adrenaline
•
•
02/21/2006
Lack of leisure facilities,
nothing to do, unemployment
Family problems
Poverty
Family
Child/
Youth
•Friendship, surrogate family, belonging to a
mutually supportive group
Adapted from: Dowdney, L. 2005, Neither War nor Peace: International
Comparisons of Children and Youth in Organized Violence, COAV
JF Sanchez - The World Bank
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