Information Pack

CHILD PROTECTION IN EMERGENCIES Professional Development Programme

- Asia Pacific Region -

Introduction

Who is it for?

Selection criteria

▪

▪

▪

▪

▪

Application deadline is

19th June 2018

Incomplete applications will not be considered.

▪

▪ ▪ ▪

Outline of the Programme

▪ ▪ ▪ ▪ ▪ ▪ ▪

What does it involve?

1 The CPiE PDP contents concentrates on natural disasters and emergencies in the Asia Pacific. Aspects of conflict sensitive programming and working in conflict settings are however taken into consideration.

August-Sep 2018

Distance Learning 1

2 weeks Oct. 2018

Residential

Nov- Dec 2018

Distance Learning 2

Jan - Feb 2019

Distance Learning 3

Job Placements

Mentoring

December break (2 weeks)

Time Commitment

Activity Time Commitment

Learning Outcomes The CPiE PDP learning outcomes have been designed to help programme participants strengthen the knowledge, skills and attitudes required by CPiE professionals. They are collated around the 7 core learning categories identified through an extensive capacity gaps analysis. The programme also identifies some life-long learning outcomes which CPiE Professionals should continuously work to strengthen in their own practice. The programme contributes to these learning outcomes but they also extend beyond the scope of this programme. Knowledge – successful participants will be able to:

A. Concepts &

frameworks

B. CPiE Risks &

Concerns

C. CPiE Strategies & Approaches

D. Cross-cutting Themes

E. CPiE Programme Management

F. CPiE & Capacity

Strengthening

G. CPiE Infrastructure

KN

OW

LE

DG

E

A1.1 Explain the importance of CPiE and its programming areas as lifesaving Interventions.

B1.1 Describe child protection risks and concerns that might affect children

C1.1 Describe the different aspects, including the challenges and benefits: of a systems building/strengthening approach in emergency settings (includes child safeguarding considerations for children).

OR

of the main aspects of effective case management in emergency settings.

OR

of the main aspects of providing and supporting alternative care mechanisms in emergency settings.

D1.1 Describe & explain: the main aspects of conflict sensitive CPiE programming in emergency settings.

OR

the interplay between CPiE programming and climate change & disaster risk reduction programming

OR

the unique challenges facing CPiE interventions in urban settings.

OR

E1.1 Explain the project management cycle phases and tools and their use for effective programme design.

F1.1 Explain the role that capacity building can play in ensuring effective CPiE interventions.

G1.1 Describe the humanitarian coordination framework and function of the protection cluster/CPWG.

OR

of when and how to effectively use Child Friendly Spaces and other Psychosocial Support interventions in emergency settings.

the gender implications within CPiE programming

A1.2 Identify & explain national & international legal frameworks, standards & guidelines related to CPiE, including the CPMS.

B1.2 Explain how child protection risks and concerns may change in different emergency settings and how they impact on children, families and communities.

C1.2 Describe the different aspects, including the challenges and benefits of CPiE mainstreaming and integration (including in child rights governance).

D1.2 Describe the main aspects of inclusive and diverse programming in emergency settings (including child participation).

E1.2 Describe how to set up a monitoring and evaluation framework and use data collection tools.

F1.2 Explain core adult learning methodologies and the blended approach to learning.

G1.2 Explain principles behind effective communication and advocacy strategies.

A1.3 Describe the core concepts of child development and child psychosocial well-being and resilience

B1.3 Recognise that the risks children face can be multifaceted and interlinked and therefore that CPiE programming should be situational to the child.

F1.3 Demonstrate understanding of how to use capacity measurement tools.

G1.3 Recognise the main funding streams in emergencies and the main child protection donors

Skills – successful participants will be able to:

A. Concepts &

frameworks

B. CPiE Risks &

Concerns

C. CPiE Strategies & Approaches

D. Cross-cutting Themes

E. CPiE Programme Management

F. CPiE & Capacity

Strengthening

G. CPiE Infrastructure

SK

ILL

S

A2.1 Apply concepts of child development, psychosocial wellbeing and resilience to CPiE programmes in own (or given) context.

B2.1 Adapt CPiE programmes to identified child protection risks and concerns in own (or given) context.

C2.1 Suggest or reference new ways to: apply systems building/strengthening best practices to CPiE programmes in own (or given) context.

OR

apply case management guidelines to CPiE programmes in own (or given) context.

OR

apply alternative care guidelines and best practices to CPiE programmes in own (or given) context.

OR

apply best practices and learning on how and when to use Child Friendly Spaces and/or other types of strategic psychosocial support interventions to CPiE programmes in own (or given) context.

D2.1 Apply principles of conflict sensitive programming to CPiE programmes in own (or given) context.

OR

Include climate change and disaster risk reduction considerations in CPiE programmes in own (or given) context.

OR Suggest or reference new ways to implement child protection responses in urban settings in own (or given) context.

OR Include gender considerations in CPiE programmes in own or given context

E2.1 Apply project management tools to CPiE programmes in own (or given) context.

F2.1 Apply and adapt knowledge about capacity measurement tools to own (or given) context.

G2.1 Apply best practices for effective co-ordination & collaboration to own (or given) context.

A2.2 Apply relevant national & international legal frameworks, standards and

B2.2 Contextualise emergency preparedness plans to identify

C2.2 Suggest or reference new ways to mainstream and/or integrate CPiE across other sectors.

D2.2 Apply best practices on inclusive and diverse programming to CPiE programmes in own (or given) context.

E2.2 Develop MEAL tools adapted to own (or given) context.

F2.2 Contextualize effective capacity strengthening materials and processes to CPiE

G2.2 Use effective & impactful advocacy messages tailored to own (or given) context with

guidelines related to CPiE programmes in own (or given) context.

potential child protection risks and concerns in own (or given) context.

capacity strengthening in own (or given) context.

respect for girls’ and boys’ dignity, best interests and safety.

A2.3 Apply child safeguarding principles to child protection programming in own (or given) context.

Attitude – successful participants will be able to:

A. Concepts &

frameworks

B. CPiE Risks &

Concerns

C. CPiE Strategies & Approaches

D. Cross-cutting Themes

E. CPiE Programme Management

F. CPiE & Capacity

Strengthening

G. CPiE Infrastructure

AT

TIT

UD

E

A3.1 Engage critically with relevant national & international legal frameworks, standards & guidelines related to CPiE.

B3.1 Demonstrate critical and strategic thinking to analyse and prioritise child protection risks and concerns based on own (or given) context.

D3.1 Demonstrate critical and strategic thinking to reflect cross-cutting themes relevant to the region in CPiE programming.

Life Long Learning – Participants should aim to:

A. Concepts

& frameworks

B. CPiE Risks &

Concerns

C. CPiE Strategies & Approaches

D. Cross-cutting Themes

E. CPiE Programme Management

F. CPiE & Capacity

Strengthening

G. CPiE Infrastructure

LIF

E L

ON

G L

EA

RN

ING

Promote complex and adaptable approaches to CPiE interventions.

Collaborate effectively to champion quality and integrated CPiE responses and practices across own organisation

Role model effective programme management of CPiE interventions including awareness of staff wellbeing.

Demonstrate commitment to disseminate learning, based on capacity needs, to ensure staff development.

Use influencing and advocacy skills to actively participate in child protection working groups & joint initiatives with respect for girls’ and boys’ dignity, best interests and safety.

Advocate to embed core concepts of child development, psychosocial wellbeing and resilience into existing programmes and practice across own organisation.

Use knowledge about mainstreaming/integrating CPiE within organisation or at cluster level to promote child protection outcomes.

Incorporate learning effectively into the project management cycle.

Collaborate effectively to identify and respond to CPiE sector capacity needs.

Advocate to donors for appropriate and consistent levels of funding to support CPiE as life-saving interventions.

Defend with confidence the importance of a systems strengthening approach (including case management and alternative care) in humanitarian response.

Build, leverage and maintain strategic partnerships which support CPiE interventions.

Challenge with confidence non-inclusive CFS and ineffective practices

Costs

Application Process