Alberto Minujín Conference on Child Poverty in the Middle East and North Africa from measurement to policy action May 15 17 2017 Rabat Morocco WHAT IS POVERTY Every man is rich or poor according to the degree in which he can ID: 625417
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Slide1
CHILD POVERTY: WHY IT MATTERS?
Alberto MinujínConference on Child Poverty in the Middle East and North Africa: from measurement to policy action May 15 – 17, 2017Rabat, MoroccoSlide2
WHAT IS POVERTY?
“Every man is rich or poor according to the degree in which he can afford to enjoy the necessities, conveniences and amusements of human life”(Adam Smith, 1776)
“Every man is rich or poor according to the degree in which he can
afford
to enjoy the
necessities, conveniences and amusements of human life”
“Every man is rich or poor according to the degree in which he can afford to enjoy the necessities, conveniences and amusements of human life”
“Every man is rich or poor according to the degree in which he can afford to enjoy the necessities, conveniences and amusements of human life”
Money Metrics
Human Rights
Basic Needs/Multidimensional PovertySlide3
WHO ARE THE POOR?Slide4
Access to basic social services like
water, sanitation, transportation, education, care…DiscriminationOther cultural/social/political dimensionsBUT WHAT ABOUT…
Income Poverty Approach is neither
Gender Sensitive
nor
Child SensitiveSlide5
After a long debate a multi-dimensional definition of poverty is now widely accepted
POVERTY IS MORE THAN INCOME MULTIDIMENSIONAL POVERTYSustainable Development Goal 1End poverty in all its forms everywhereTarget 1.2
By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitionsSlide6
Children:
Can be impacted in a particularly devastating way and throughout their lives by poverty; especially when affected early on.Are over-represented, especially among the income poor. Their needs are different from adult needs.Represent an opportunity to break the vicious cycle of inter-generational poverty. CHILD POVERTY: WHY IT MATTERS?Slide7
Children are the most important asset of society for inclusion, peace-building and growth.
Put children living in poverty on the map and in the policy agenda.Give guidance for policy and program design, development and monitoring.CHILD POVERTY: WHY IT MATTERS? (CONT’D) Slide8
2000: Poverty reduction begins with a focus on children
- Percent of families below the poverty line- Higher fertility in poor families- Many limitations of monetary approachMulti-dimensionality was introduced2001-3: Bristol University and the London School of Economics
- Rights-based approach, nearly 70 countries (consistent in definitions and indicators)
THE HISTORY OF CHILD POVERTY MEASUREMENTSlide9
THE HISTORY OF CHILD POVERTY MEASUREMENT
(CONT’D)2005: State of the World’s Children2005-10: Conferences and Global Study2010-12: Multiple Overlapping Deprivation Analysis (MODA) Life cycle
2011-12: Global Child Poverty
Sabina
Alkire
& J M Roche
Cohort study Young Lives
Subjective child poverty
2015 - SDGs goal 1.22017 MODA adapted to Arab CountriesSlide10
The traditional poverty discourse as it relates to children is largely based on adult ideas and assumptions.
It gives prominence to survival and physical health impacts, with a particular focus on infants and children under fiveBut is this the way children see it?BUT…WHAT IS POVERTY TO A CHILD?Slide11
“I feel bad. I feel like the odd one out…You lack self-esteem. You feel like you shouldn’t talk wherever you are, like you shouldn’t be expressing your ideas. You feel lonely. You feel ashamed. Like if you have only two underpants and you have to wear one and wash the other and hang it up to dry everyone will always see that you have only two – the red one and the green one – and you are alternating between them.”
16 year-old girl, Rusinga, KenyaCCF StudyWHAT IS POVERTY TO A CHILD?Slide12
WHAT IS POVERTY TO A CHILD?
Children understand poverty as a deeply physical, emotional and social experience.This experience is felt consistently, on a daily basis and intensely from an early age.Inequality/discrimination/exclusion high and long lasting impactSlide13
High inequality
Empathy gap Prejudice Discrimination Inequality of opportunity
Bruegel
-1563Slide14
POVERTY:
About insufficiencyINEQUALITY:
About hierarchy
POVERTY INEQUALITYSlide15
VERTICAL AND HORIZONTAL INEQUITIES
Vertical inequities = aligns individuals/households according to hierarchy, individuals or households line up vertically and inequalities are measured over the range of individuals (Income; class; wealth; skill/job position; army).Horizontal inequities = unequal access to political/economic/social resources by different cultural/ethnic/religious groups.Slide16
CHILD EQUITY
– CONCEPTUAL FRAMEWORK
Sources of Inequity
Material Deprivations
(income and
basic social services)
Yes
No
Discrimination
(gender, ethnicity, disability, non citizen,
refugee, etc.)
Yes
No
Vulnerable groups
Multidimensional child poverty
Overlapping categories of inequity but different causes
Call for different policiesSlide17
CHILDREN AND POLICIES: CERTAINTIES AND UNCERTAINTIES
Being poor is not having any clothesSlide18
“
THINKING, FAST AND SLOW” Nassim Taleb and Daniel Kahneman – Nobel Prize 2002 Uncertainty, risk and decision making when we don’t understand the world:
“…our excessive confidence in what we know and our apparent inability of measuring our ignorance and the uncertainty of the world we live in.”
“…intelligently explore the lessons that can
be learned from the past while resisting the lure of hindsight
and the illusion of certainty”Slide19
CERTAINTIES
Children’s needs are linked, but different from adults’ needs Child poverty is multidimensional Overlapping deprivations and obstacles make it difficult to break the poverty cycle Reduce, eliminate inequalities is key
Starting early is key: antenatal care, nutrition, early child development
Necessary to develop
extended holistic social protection systemsSlide20
UNCERTAINTIES
How to develop holistic social protection systemsHow to ensure access and quality of education and health for poor childrenHow to combine top-down and bottom-up policy approachesHow to make social, cultural and institutional norms non-discriminatory
What are the catalytic
approaches to promote tolerance and peace buildingSlide21
THANKS!
Alberto MinujínThe New Schoolinfo@equityforchildren.orgwww.equityforchildren.org