Collaborative Governance for Strengthening Children's Civil Rights and Freedoms in Bogor Regency
Keywords:
Collaborative governance, strengthening children's civil rights and freedoms, child-friendly regency, child participation, children's legal identity.Abstract
This study aims to analyze collaborative governance in strengthening civil rights and children’s freedoms within Cluster I of the Child-Friendly Regency (KLA) policy in Bogor Regency. The study focuses on children’s legal identity, access to child-friendly information, and child participation. A qualitative approach was employed using the collaborative governance framework of Ansell and Gash, consisting of starting conditions, institutional design, facilitative leadership, and collaborative process. Data were collected through in-depth interviews, observation, documentation, and secondary data analysis. The results show that collaborative governance in strengthening children’s civil rights and freedoms has been implemented, but remains at a coordinative stage and has not yet developed into an integrative and deliberative cross-sector collaboration. In the starting conditions dimension, disparities in capacity, understanding, and access to services among actors are still evident. In the institutional design dimension, formal institutional structures and coordination forums have been established, but operational mechanisms capable of substantively integrating cross-sector programs remain limited. In the facilitative leadership dimension, local leadership has encouraged commitment and coordination among actors, yet has not optimally strengthened equal multi-stakeholder participation. Meanwhile, in the collaborative process dimension, interactions among actors are still dominated by administrative coordination rather than deliberative dialogue and collective problem-solving. This study concludes that strengthening children’s civil rights and freedoms in Bogor Regency requires more integrative, participatory, and sustainable collaborative governance mechanisms.
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