Page - (000312) - in Evaluating Climate Change Action for Sustainable Development

children’s participation, and considered there would be value in them hearing children’s perspectives directly. Anested approachwas taken to translate theTOC indicator set into a series of questions linking knowledge, advocacy and practice and policy. The questions in the focusgroupweredeveloped to investigatequalitativeprocesses – for example, whether, how andwhywere knowledge and advocacy activities have influenced practices andpolicy?TheFGDsfocussedon thoseproject activitieswhichdirectly involved children, particularly on knowledge and advocacy activities. The FGDs were also used as a tool to explorewhether childrenwere aware of or involved in other participatory, planning- and policy-oriented activities such as the PCVAs conductedby localgovernment.BeyondFGDs,policy impactwasexplored further through supplementary interviewswith local leaders (see section ). InFGDs,childrenwerespecifically invited toshareproblemsandbarriersaround communicating to their families, schools, community and government members about climate change adaptation, and project implementers found their responses crucial tofine-tuneadvocacyprogramactivitieswithbothchildrenandduty-bearers. Childrenalsosharedwithteammembersnewstoriesofhowtheyhadinfluencedtheir familymembers (including for example, familymemberswhowere alsoBarangay leaders) to recognise the importanceof climate changeadaptation. Attributionwasakeyconsiderationindesigningquestions–itwasconsideredin such a situation that establishing precise counterfactuals was not a realistic exer- cise, but the questions explicitly probed fact (e.g. what children learned from a specific project activity) aswell as alternative explanations (e.g. sources of infor- mation about climate changebeyond the project). Thefinal topicof thefocusgroupswaskeytoapplyingtherights-basedapproach to the evaluation.We exploredwith children their vision forwhat climate change adaptationwould look like, includingbyaskingwhat else theywould like todo to prepare for the impacts of climate change, and what else they would like to see othersdo– familymembers, school, communityand localgovernments.Bygiving children a voice on this open question, useful information was provided to the implementation team about ideas for future activities. By posing this discussion topic, it also prompted children themselves to think creatively and independently about how to adapt. 16.4.2 StepB:Supplementary InterviewswithAdults Supplementary interviews were conducted after the focus groups to gather addi- tional perspectives on pathways of impact and changes that had occurred through the project. Attention to the responsibilities of duty-bearers is fundamental to rights-based programming and adults’ attitudes and actionswere explored during the supplementary interviews.Parents, teachers and local governmentswere asked questions that were parallel to those posed in focus groups, around knowledge, advocacy and practice and policy. For example they were asked for their 300 J.Chonget al.