About the Project
“The Participation First” project promotes meaningful child participation by equipping children with the knowledge, confidence and platforms needed to engage in governance and social accountability processes. The project enables children to monitor the realization of their rights, participate in budgeting and planning processes, and contribute to national and international child rights reporting mechanisms.
Working alongside government institutions, schools and communities, ZCEA strengthens child-led structures and builds the capacity of duty bearers to ensure children’s voices are heard and acted upon.
Key Focus Areas
“1. Child participation and leadership
2. Social accountability
3. Budget advocacy
4. Child rights monitoring
5. Reporting to regional and international human rights mechanisms
Capacity building for government and community structures
Impact
1. Children actively participating in governance and accountability processes.
2. Improved responsiveness of duty bearers to children’s concerns.
3. Increased influence of children’s perspectives in public planning and budgeting.
4. Stronger implementation of national and international child rights commitments.
Copperbelt Province Implementation
1. Twatasha Primary School CRC
At Twatasha Primary School, the Children’s Rights Club is creating a space where learners can build confidence, understand their rights and responsibilities, and actively participate.
Learners have demonstrated high confidence, a strong understanding of children’s rights, excellent knowledge of their responsibilities and active participation within the club.
The CRC has also become an avenue for talent development. Learners have showcased their skills through poetry, drama and chess, creating opportunities for them to express themselves and develop their abilities.
The integration of life skills and creative arts has strengthened learner engagement, making the club a space where children can learn, participate, express themselves and discover their talents.
Children’s Rights. Know Them. Live Them.
Leaners at Twatasha Primary School during the project monitoring visit.
Leaners at Twatasha Primary School during their engagement with the project team
Members of the CRC pose for a photo after engagement with the project team.
2. Mpongwe South Boarding School
At Mpongwe Technical South Boarding School, learners used drama to tell a powerful story about the consequences of failing to protect children from abuse.
Their performance portrayed the experience of a girl who suffered abuse before ultimately losing her life. Through the story, the learners delivered a strong message about the importance of protecting children and acting before it is too late.
The performance highlighted four key messages:
1. Child protection
2. Equal treatment
3. Respect for children’s rights
4. Prevention of abuse
More than a performance, the drama became a platform for young people to use their voices, creativity and confidence to speak about issues affecting children.
Children’s Rights. Know Them. Live Them.
CRC memebrs pose for a photo after enagement with the project team
Members of the School Administration during the school meeting with CRC .
A light moment with the CRC members, discussing child rights ,child participation and child protection.
3. Chipeso CRC Community
For Community Organiser Joseph Phiri, some of the most meaningful changes in Chipeso are happening when young people learn from one another.
Through interactions between Children’s Rights Club members and learners from Mpongwe Technical South Boarding School, young people have been given opportunities to exchange experiences, share knowledge and encourage one another.
Joseph has witnessed these interactions strengthen self-belief, leadership and peer learning.
His experience highlights the value of creating spaces where young people are not simply recipients of information, but active participants in learning from and influencing each other.
The impact goes beyond a single lesson or meeting. Each interaction becomes an opportunity for a young person to gain confidence, learn from a peer and recognise their own potential to lead.
Sometimes, the most powerful lesson comes from someone your own age.
Children’s Rights. Know Them. Live Them.
Community members sharing information and raising awareness about children’s rights.
Members of the community CRC during the monitoring engagement with the project team.
Community members engaging with the project team to learn how children’s rights are being promoted and protected in their communities.
4. Yengwe Primary School.
At Yengwe Primary School, children’s rights are becoming more than a school conversation.
The Ward Development Committee has seen how the CRC interventions are helping to create greater awareness among learners, teachers, parents and the wider community.
One of the strongest signs of progress is the emergence of young peer educators — children who are taking what they have learned and sharing it with others.
For the WDC, this demonstrates the power of community ownership.
Because sustainable change does not happen when one organisation speaks and everyone else listens.
It happens when communities understand, participate and take responsibility.
At Yengwe, children are finding their voices — and the community is listening
5. Masala Primary School
At Masala Primary School, the Children’s Rights Club is supported by the school administration and its facilitator, creating a space where learners can understand their rights and responsibilities.
For the CRC facilitator, one learner’s experience stands out as a powerful example of the role such clubs can play in child protection and early intervention.
The learner had been experiencing abuse and mistreatment at home. Through her participation in the CRC, she gained knowledge about her rights, developed the confidence to speak out and sought assistance.
The facilitator witnessed how this knowledge helped the learner take steps towards seeking support. Increased awareness also reached the learner’s guardian, contributing to positive changes in the home environment.
The experience demonstrates that child rights education can extend beyond the classroom. When children understand their rights, they can become more confident in recognising when something is wrong and seeking help.
Children’s Rights. Know Them. Live Them.
6. Mpongwe Primary School
These moments from Mpongwe Primary School capture the spirit of the Children’s Rights Club — learners coming together to understand their rights, responsibilities and the importance of supporting one another.
Behind every discussion and activity is a growing confidence to speak, participate and be heard.
At Mpongwe Primary School, children are not just learning about their rights.
They are learning to use their voices.
Members of the CRC during their meeting.
Members of the CRC pose for a photo with their Cordninator
Twikatane Secondary School.
The Children’s Rights Club at Twikatane Secondary School has received strong support from both the school and the surrounding community.
Learners have developed a stronger understanding of their rights and responsibilities, while parents, teachers and facilitators have observed visible improvements in learner confidence, participation and awareness.
The programme’s progress has also been strengthened by active involvement from parents and local stakeholders, demonstrating a growing sense of community ownership.
For Twikatane, the story is not only about what learners are learning inside the classroom. It is about what happens when schools, families, communities and children work together to create an environment where children can participate and thrive.
Kalwelo Combined School.
At Kalweo Day School, we sat with the people closest to children’s lives — parents and educators — and listened.
Parents told us what they needed: better communication about children’s rights, parenting, child protection and Children’s Rights Club activities.
They also opened up about concerns around disciplinary practices and the impact these can have on children.
But the conversation also revealed something more hopeful.
The facilitator shared stories of children whose lives have been influenced by knowing and exercising their rights:
A girl resisted a forced marriage and continues her education.
A learner who became pregnant returned to school through the School Re-entry Policy.
These are more than programme activities.
They are stories of children finding pathways forward.
And they remind us that child rights education is not simply about knowing what rights exist.
It is about creating families, schools and communities where children can actually exercise those rights.
The conversation at Kalweo has started.
The next step is making sure it continues — at school, at home and throughout the community.
A community member talking about the importance of child rights during the engagement with project team
St. Dominics Convent School
Finding Their Voice: St Dominic’s Children’s Rights Club
What happens when children are given the confidence and space to speak?
At St Dominic’s, six girls from the Children’s Rights Club shared their experiences in a powerful group conversation. Their reflections showed how the club is helping learners develop confidence, communication skills and a stronger understanding of their rights and responsibilities.
The club has gained considerable support within the school, creating a space where learners can participate, ask questions and express themselves.
One story stands out.
Abigail, a CRC member, confidently represented St Dominic’s on radio during the Day of the African Child commemorations — turning what she learned in the club into meaningful public participation.
Her experience shows what can happen when children are given more than knowledge — when they are given a platform to use their voices.
The Head Teacher also emphasised an important part of the journey: rights must go hand in hand with responsibilities.
At St Dominic’s, the Children’s Rights Club is becoming more than a club.
It is becoming a space where children find their voice, understand their rights and learn to use both with responsibility.
CRC cordinator interacting with members of the .club during their meeting
CRC members having a discussion on child rights and participation during their CRC meeting.
ZCEA Executive Director, Ms Nzila Siabalima posing for a photo with the Administration team at St Dominic School
Lusaka Province Implementation
Children’s Rights Clubs: Driving Positive Change in Schools and Communities
Through Children’s Rights Clubs (CRCs), children are increasingly finding their voices and contributing to positive change in their schools and communities. CRC advocacy has helped promote child protection and school safety, strengthen children’s participation in school governance and decision-making, and encourage positive behavioural and social change among learners, including reduced absenteeism and substance abuse.
The initiative has also contributed to improving access to quality education and creating more conducive learning environments through improvements in school infrastructure, cleanliness, and learning conditions. Beyond schools, CRC advocacy has helped bring attention to community needs, including access to health services, water, electricity, roads, and other essential public services.
These achievements demonstrate the power of child participation and collective advocacy in promoting children’s rights, strengthening accountability, and influencing decisions that affect children’s well-being and development.
Leaners at Chawama Primary School pose for a photo with the project team after their CRC meeting.
Kanyama Community CRC
Members of the CRC pose for a photo during an engagement meeting with the project team.
Rufunsa District
1. Chimusanya Primary School
A dialogue meeting with community members on child rights issues bordering on child protection and participation in households and community structures.
Community members participating in a dialogue meeting on child rights issues.
Project Cordinator speaking during the dialogue meeting on child rights.
Members of the community posing for a photo during their dialogue meeting engagement.
St Augustine Conference Hall
Promoting Child Participation Through Faith Communities
Mr. Manfred and Mr. Chrispine of the New Apostolic Church in Rufunsa, together with other key stakeholders, highlighted the important role of faith communities and traditional leaders in creating safe and supportive spaces where children can learn, express themselves, and participate meaningfully in church, family and community activities.
Through youth services, choirs and other church programmes, children are encouraged to understand and exercise their rights while actively contributing to their communities. The engagement also strengthened adults’ understanding of meaningful child participation, including the importance of involving children appropriately in household decision-making.
Together, we can create supportive environments where every child is heard, respected and empowered to participate.
Members of the community listening to the proceedings of the orientation meeting
A community member attentively listening to conversations around child rights principles.
Members of the community posing for a photo during their dialogue meeting engagement.
Mpanshya Secondary School
Children Driving Change Through Advocacy
At Mpanshya Secondary School, learners are demonstrating the power of child-led advocacy by identifying issues affecting their rights and taking action to create positive change.
Through a child-led monitoring process, the learners identified access to quality education as a key concern. They used a monitoring tool to document the issue and presented their concerns through the Ward Development Committee, contributing to advocacy for the construction of a new school block.
This experience demonstrates that when children are given the knowledge, tools and space to participate, they can speak up about issues that affect their lives, engage decision-makers and contribute to meaningful change.
With the right guidance and support, children can develop confidence, leadership skills and a strong sense of responsibility while becoming active agents of change in their schools and communities.
When children are heard and empowered, they can lead change.
Members of the community following the proceedings of the dialogue meeting
A group after an engaging dialogue with community members
A father adding his voice to the conversation on child participation at household level.
Chimusanya Secondary School
Communities and Leaders Championing Children’s Rights
In Rufunsa District, community members, traditional leaders and other stakeholders are strengthening their understanding of children’s rights and the importance of meaningful child participation.
Stakeholders highlighted the value of engaging traditional and community leaders in creating greater awareness of children’s rights and responsibilities. They recognised that misconceptions, including the perception that children’s rights are “spoiling children,” are often linked to limited information and understanding.
Through continued sensitisation, community members and leaders are encouraged to share knowledge on children’s rights and responsibilities within their communities. Weekly community meetings and other engagement platforms provide opportunities to keep these messages alive and encourage parents to support children to understand and exercise their rights responsibly.
Stakeholders also emphasised that children are the leaders of today and tomorrow, and that communities have an important role to play in creating an environment where children are heard, respected and supported to participate.
When communities understand and support children’s rights, children are empowered to participate, lead and shape the future.
A parent making a presentation during the orientation meeting
Members of the Community listening to the discussion during the orientation meeting
A Community leader following the discussions during the orientation meeting on child rights
Improving School Infrastructure, Water, Sanitation and Hygiene Through Children’s Rights Clubs
Construction of Dormitories at Shikabeta Combined School in Rufunsa
Ablution Block at Mwachilele Primary School in Rufunsa
Mpanshya Secondary School(1*3classroom block in Rufunsa
Water Tank erected at Mwachilele Primary School in Rufunsa
Choma District Implementation
Members of the Children’s Rights Club (CRC) at Mbabala Secondary School in Choma District, Southern Province, faced significant challenges related to inadequate learning space. The school is centrally located and attracts hundreds of learners from within and outside the community. As enrolment increased, the school was forced to conduct lessons in shifts, with some learners attending classes in the morning and others in the afternoon. This arrangement reduced the number of subjects learners could study each day and affected the quality of learning.
Through the Children’s Rights Club, learners gained knowledge about their rights and developed advocacy skills that enabled them to engage school authorities on issues affecting their education. Recognizing the need for additional classroom space, CRC members raised their concerns with school management and advocated for the construction of more classrooms.
The school administration, which values and promotes child participation, responded positively to the learners’ concerns. As a result, efforts were made to identify potential partners and well-wishers who could support the school’s infrastructure needs. These efforts were successful, and the construction of a 1 x 6 classroom block is now underway. Once completed, the new classrooms are expected to improve the learning environment and enhance the quality of education for learners.
Maamba Community CRC- Sinazongwe District
Children’s Rights Club Helps 16 Children Return to School in Maamba
When the initiative began, the community had identified 18 children who had dropped out of school. Through advocacy led by the Children’s Rights Club (CRC), in collaboration with community leaders and other stakeholders, 16 of the 18 children have successfully returned to school.
The impact of the CRC extends beyond school re-enrolment. Children in the community are increasingly confident in speaking out about issues affecting their lives and are more aware of where and how to report child rights violations. They are also actively participating in meetings convened by traditional leaders, giving them an opportunity to contribute to decisions that affect their well-being.
Reflecting on the achievements of the Children’s Rights Club, Senior Headman Charles Muenda of Sikalonzo Village in Maamba Community said:
“The Children’s Rights Club has played an important role in advocating for children to return to school. As a result, many children have gone back to school.”
According to the Senior Headman, these positive changes have been supported by capacity-building training provided by the Zambia Civic Education Association (ZCEA). The training equipped children with the knowledge and confidence to advocate for their rights and engage constructively with community leaders.
The experience in Maamba Community demonstrates how empowering children through Children’s Rights Clubs can contribute to tangible improvements in school attendance, meaningful child participation, and the promotion and protection of children’s rights.
Children’s Rights Club Promotes Safe Reporting at Sinazongwe Secondary School
At Sinazongwe Secondary School, a suggestion box has been introduced as a feedback mechanism to give learners an additional channel to raise concerns and report issues affecting their rights and well-being.
This initiative reflects the contribution of the Children’s Rights Club (CRC) in raising awareness of children’s rights and the importance of reporting violations. By promoting this knowledge, the CRC has helped encourage the adoption of practical measures that enable learners to speak out and seek support when their rights are violated.
The introduction of the suggestion box marks an important step towards strengthening child protection and creating a school environment where learners’ voices can be heard.
Monitoring Visit in Choma
The project conducted a monitoring visit in Choma to assess the contribution and impact of Children’s Rights Clubs (CRCs) in schools and communities. The visit sought to understand how CRC-led advocacy was influencing learners’ behaviour, strengthening children’s participation in school governance platforms, and contributing to improvements in community services and infrastructure.
The monitoring visit highlighted that CRC advocacy had contributed to positive behavioural changes among learners and increased participation in governance platforms. In addition, advocacy efforts were associated with improvements in community infrastructure and service delivery, including the provision of electricity, construction of new classrooms and dormitories, establishment of health centres, and installation of water points..
