The role and impact of independent children's rights institutions in the UK and Europe

Abstract

The growth of independent children's rights institutions (usually known as Children's Commissioners and Ombudsmen) has been dramatic in recent years, in the British Isles and in Europe more generally. This article reviews some of the key characteristics of such institutions, and some of the key differences between them. It focuses in particular on two issues: independence, in the sense of independence from government and also independence from broader human rights institutions, and impact. A discussion of the methodological and practical difficulties in assessing impact is followed by a case study of a recent attempt to evaluate the impact of one national institution. The article concludes by suggesting that the demand for evidence of impact is likely to grow, reflecting the growing ambitions of independent children's rights institutions and the pressures on public funding.

Keywords:

• Children's Commissioners
• Children's Ombudsmen
• independent children's rights institutions
• impact assessment

Notes

1. Source: European Network of Ombudspersons for Children 2010. It should also be noted that eight EU member states remain without ICRIs, including three founding members (Germany, Italy and the Netherlands).

2. They are also markedly different from institutions with similar titles which have developed in North America over the same period (see Davidson et al. 1993).

3. Not yet published. The survey was conducted by Nigel Thomas and Andy Bilson of the University of Central Lancashire, commissioned by Price Waterhouse Coopers on behalf of the Office of the First Minister and Deputy First Minister. The interviews were supplemented by examination of official documents, including primary legislation.

4. A very rough calculation suggest that England's budget amounts to 27p per child, compared with £1.30 for Scotland, £3.00 for Wales and £4.35 for Northern Ireland. Wales and Northern Ireland have the individual casework function, which probably justifies the difference with Scotland, but England is clearly under-resourced.

5. Our concern here is not with differences of fine detail in the respective legal powers, but with the general picture. For a more detailed review see Williams (2005).

6. The questionnaire was accompanied by a small pack of educational materials on children's rights, to be distributed after completion.

7. This is similar to the ‘case-study method’ used by Melton (1991, p. 205) in his study of the Norwegian Barneombudet.

8. Also a method used by Melton.

9. This was at a time when the Commissioner himself was seriously ill.