IEEE Technology and Society Magazine - September 2022 - 92

Commentary
does a great job with specificity, establishing requirements
for the inclusion of appropriate and accountable
stakeholders across organizational transactions
and clearly defining processes in specific stages [19].
These processes create what is essentially a set of fair
terms to proactively address the expectations of children
and parents, ensure that legal obligations are
met, and incorporate the types of risk management/
mitigation approaches that are considered best practices
in wider cybersecurity circles [20]. Katina, can
you tell us a little more about the standard?
Michael: Rather than describing hardware or
protocols, IEEE 2089-2021 is a process-a set of
activities organizations engage in during the design
of digital services for children (Figure 1). Before the
design lifecycle begins, there is a preparation phase
where the organization considers the products and
services it wants to develop strategically for the children's
market segment, identifying objectives, and
more. Then the design team applies " 5Rights Principles
for Children " to implement the age-appropriate
digital services framework as outlined in the standard
itself, conducting risk-based, age-appropriate
design and development, followed by age-appropriate
deployment, operations upgrade, monitoring,
and decommissioning.
Chelvachandran: Katina, can you tell us more
about the stakeholders engaged in these 2089-2021
processes? You have already mentioned children;
who else plays a role?
Michael: A wide range of stakeholders are
involved in the products and services that impact
children. Internal stakeholders include the many
roles required to commission, develop, build, and
market products and services, such as: top management
champions, systems experts, age-appropriate
leads, child rights advocates, senior product managers,
moderators, and transparency managers. The
design team must have defined competencies that
they focus on in the design process. Primary stakeholders,
on the other hand, include both children
and adults (parents/guardians, school teachers,
social workers, medical practitioners, regulators,
and so on). This standard offers a set of processes
that engage these diverse groups with each other
to develop a product or service that prioritizes the
rights and needs of children. Nishan, how might the
standard be perceived by the industry stakeholders
involved?
Chelvachandran: Hopefully quite
well.
This
standard incorporates best practices into the
design thinking process, so it could serve as an
inspiring benchmark or a model when developing
further standardization work relating to responsible
design and the development of human- and
environment-centric technologies. Katina, it is not
Figure 1. Relationship of processes and stages in IEEE Standard 2089-2021.
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