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Save the Children Child Protection Programming Toolkit

Module 2: Guidelines for Conducting a Child Protection Situation Analysis

INTRODUCTION Children experience abuse, neglect, violence and exploitation in all the countries where Save the Children works. Millions of children are affected and even more are at risk. This affects children´s rights to survival, development and participation. Child protection is therefore a key priority for Save the Children’s domestic and international programmes, in both development and humanitarian contexts. We are the key independent child protection actor globally, with long experience of working in partnership with civil society organisations, child-led initiatives, governments and other key actors to stop all forms of violence against children. Purpose of the Toolkit Save the Children has developed this Toolkit to guide its staff on how to design, implement, monitor and evaluate high quality child protection programmes. This Toolkit brings together in one place Save the Children’s latest thinking and resources on child protection programming from a rights based approach. The Toolkit should be useful for everyone involved in child protection programmes, and is aimed at staff working in roles at country, regional and global level. The Toolkit is relevant for programming in development and humanitarian contexts. Structure of the Toolkit The Programming Toolkit contains six modules:

1. Child Protection Overview 2. Guidelines for conducting a child protection situation analysis 3. Guidelines for developing and implementing a child protection programme strategy 4. Guidelines for monitoring and evaluating child protection programmes 5. Guidelines for communication on child protection and fundraising 6. Special considerations for child protection programming in humanitarian contexts

How to use the Toolkit This Toolkit has been designed as a self-study tool and reference resource. The modules are organised broadly in line with the programme cycle and can be used in sequence to provide a comprehensive guide on how to design, implement, monitor and evaluate child protection work. Alternatively the modules can be used individually as a reference resource on a particular topic. Each module brings together in summary Save the Children’s latest tools and guidance on a particular topic. At the end of each module there is also a list of useful tools and references for further reading on each topic.

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Overview of this Module This module provides guidance on how to conduct child protection situation analyses in development and humanitarian contexts. The module has five sections:

1. Why carry out a child protection situation analysis 2. Contents of a child protection situation analysis 3. Planning and implementing a child protection situation analysis 4. Child protection situation analysis in humanitarian contexts 5. Further resources

It is recommended that you read all sections of this module before starting any new child protection situation analysis.

SECTION 1: WHY CARRY OUT A CHILD PROTECTION SITUATION ANALYSIS 1.1 What is a child protection situation analysis? A child protection situation analysis, also known as a child protection CRSA (Child Rights Situation Analysis), is a systematically documented overview and analysis of the nature and scale of child protection issues in a particular context at a particular point in time, based on existing and new data (including from children and communities). It looks at the trends in, and causes of, child protection issues, the key stakeholders involved, and the policies, programmes and services already in place to prevent and respond to them. It enables us to understand the extent to which children’s protection rights are being violated or realised and analyse the obstacles as well as enablers to their realisation. A child protection CRSA can be undertaken at national level to provide an overview of the situation across a country, or it can cover a smaller geographic scale such as a district or sub-district, depending on how it is to be used. Diagram 1: A typical Save the Children programme cycle

1. Comprehensive CRSA

2. Country Strategy Paper

3. Child Protection Situation Analysis

4. Child Protection Strategy

5. Donor funded project proposals

5. Baselines

6. Implementation and Monitoring

7. Evaluation and Learning

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In a typical Save the Children country planning cycle (diagram 1), the first type of situation analysis undertaken is a comprehensive child rights situation analysis (CRSA)1. This is usually undertaken every five or so years as an input to producing a Country Strategy Paper. The aim of the comprehensive CRSA is to look at realisation of all children’s rights and to provide information to inform decisions on the specific thematic priorities for a country (or region). Therefore a comprehensive CRSA will usually include some analysis corresponding to all of our thematic programme areas including child protection, education, health, nutrition, livelihoods, shelter and WASH. Although some child protection analysis is usually included in a comprehensive CRSA it may only be covered at a high level and with limited depth. The comprehensive CRSA will produce evidence of the need for work on child protection and whether or not there is a contribution that Save the Children can make to enable children to realise their right to protection. If a role for Save the Children is identified and child protection is included as a priority sector in the Country Strategy Paper, then a full child protection situation analysis can be subsequently undertaken to provide more detailed analysis on the specifics of the child protection situation. This is used to inform the development of a child protection strategy. It is worth noting that a child protection situation analysis can also be carried out without following on from a comprehensive CRSA, in other words as a standalone piece of work. This might happen, for example as part of a humanitarian response, in the planning of a longer term programme following on from such a response, or as part of a strategic review of a child protection programme unconnected to a country strategy process. Note, however, that the process and timing of conducting a child protection situation analysis in humanitarian contexts is quite different from the process described above. Information on conducting situation analysis in humanitarian contexts is provided in Section 4 of this module. 1.2 Why do we need a Child Protection Situation Analysis? A child protection situation analysis is the means for building up a sound understanding of what is happening on child protection within the context being examined. This will help us make key programmatic decisions about our geographic and thematic focus, our main approaches, potential partners and the risks and obstacles we may face. One of the most important reasons for doing an assessment is that the better we understand how and why children’s protection rights are not being realised, the more likely we are to come up with an effective programme solution. Conversely, an incomplete understanding of a situation might lead to inappropriate programming. For example, a programme intervention that has been successful in the past might be continued without regard for a context that has changed significantly. Ensuring that our programmes are designed based on a good quality, evidence-based child protection situation analysis is a core component of Save the Children’s Quality Framework2 that aims to help ensure the best possible quality of our programming. A good quality child protection situation analysis should be useful to a programme in a number of different ways:

1 See Save the Children’s Child Right Situation Analysis Guidelines (2013) for detailed information on conducting a comprehensive CRSA http://resourcecentre.savethechildren.se/sites/default/files/documents/crsa_guidelines2.pdf 2 For more information on Save the Children’s Quality Framework and Program Quality Framework see https://onenet.savethechildren.net/tools/QualityFramework/Pages/default.aspx

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Strategic Planning – to inform the development of an appropriate and relevant child protection strategy

Capacity building – to build the capacity of our staff and partner staff to gather robust information, analyse and understand the child protection situation in a context

Children’s Participation – to provide an opportunity to involve children early on in the design of our child protection programmes

Stakeholder Participation – to provide an opportunity to involve key stakeholders including partners in the design of our programmes and to reach out to new stakeholders and partners

Accountability – to support efforts to increase Save the Children’s accountability to children, adults and partner organisations by sharing information and involving them in decision-making

A good quality child protection situation analysis can also contribute to filling gaps in information and data in a country and should be useful not only internally but also by our partners and other external actors who are working to strengthen the protection of children. 1.3 Conducting a joint child protection situation analysis There are times when it may be strategic, practical and cost-effective to conduct a joint situation analysis, either with another sector within Save the Children or with another organisation. For example, in humanitarian contexts, multi-sector situation analyses are very common (see Section 4 for more details). It can also be very strategic to conduct a joint child protection situation analysis with another agency such as UNICEF or another NGO, so that we can share the cost, reduce duplication and also develop shared understanding and planning based on the findings. In these cases planning and design must be undertaken across sectors or agencies, ensuring a joint agreement on objectives, design and outputs.

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SECTION 2: CONTENTS OF A CHILD PROTECTION SITUATION ANALYSIS

A first step in designing a child protection situation analysis is to establish what information we are looking for and to clarify the key questions we want to answer. The contents of the situation analysis will depend on the country context, the historic focus of the programme, opportunities for programme funding and of course the resources available for undertaking the situation analysis itself. Conducting a good quality situation analysis is a significant undertaking and it is important to be realistic about what can be achieved based on the time and resources available. For the same reason a key starting point for any situation analysis is always to look at what information on child protection already exists so that efforts are not wasted in collecting information and repeating work that has already been done by someone else. This includes looking at situation analyses from other agencies such as UNICEF and other NGOs and building on the data and evidence that they have already gathered. For Save the Children programmes, the design and contents of a child protection situation analysis should be based on:

1) A child rights framework, and 2) Save the Children’s global child protection strategy, which for the current strategy

period of 2013-15 is the four priority areas: Children Without Appropriate Care, Child Protection in Emergencies, Physical and Humiliating Punishment and Children and Harmful Work

2.1 Child rights framework The focus for any child protection situation analysis should be consideration of children’s protection rights as established in the Convention on the Rights of the Child (UNCRC)3. It is unlikely that any child protection situation analysis would look at all of the protection rights in detail since only a sub-set of them is likely to be relevant in any one context. Instead we should select the most relevant sub-set to focus on and explore in-depth. Which protection rights to focus on will depend on a number of factors including the scale and severity of issues, the historical focus and experience of the child protection programme, opportunities for policy impact and donor funding. We should also be open to looking at new issues or those that we have not worked on in the past and approach the choice of issues with a fresh but realistic eye, balancing our programme experience with new opportunities to impact children’s lives. Within this child rights framework4, Save the Children’s global child protection strategy should be given special attention in deciding which protection rights to focus the analysis on and these are described below.

3 See Module 1 Child Protection Overview for information on the international legal framework for

child protection, including the UN CRC 4 For more information on child rights programming, see Getting it Right for Children: A Practitioners Guide to Child Rights Programming, which can be downloaded at http://resourcecentre.savethechildren.se/library/getting-it-right-children-practitioners-guide-child-rights-programming

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2.2 Save the Children’s global child protection strategy The child protection situation analysis needs to take account of Save the Children’s global child protection strategy. Currently, our global child protection strategy 2013-2015 identifies four child protection priority areas5:

1) Children Without Appropriate Care 2) Child Protection in Emergencies 3) Physical and Humiliating Punishment 4) Children and Harmful Work

Based around these priorities, Save the Children has also identified a breakthrough goal that it is seeking to achieve by 2020, with three key objectives:

The next global child protection strategy 2015-2020 will be developed during the course of 2014 and 2015. It is advised to design a child protection CRSA based on the current priority areas but taking into account emerging issues which are likely to be important in the next strategy period. These issues might include for example urbanisation, inequality, resilience and climate change. It is expected that Save the Children’s child protection programmes will align with our organisational priorities as far as possible and that the majority of programming should contribute towards the Breakthrough. Work on other child protection issues is of course possible when particular issues demand an urgent response, or when funding is available for a different issue where Save the Children has the appropriate skills and expertise. Depending on the context it is highly recommended that a child protection situation analysis should focus on at least some if not all of the current priority areas, including the Breakthrough. This will help to ensure that the design of any subsequent child protection strategy is also well aligned to the wider organisational priorities.

5 For more information about Save the Children’s child protection strategy, the priority areas and the Breakthrough see Save the Children’s Child Protection Strategy 2013-2015: Making the world a safe place for children which can be downloaded at http://resourcecentre.savethechildren.se/news/save-childrens-child-protection-strategy-2013-2015-making-world-safe-place-children-0

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Deciding on the thematic focus for a Child Protection Situation Analysis Nigeria: Save the Children conducted a child protection situation analysis in Nigeria in 2013. A comprehensive CRSA had been carried out in 2009 and child protection humanitarian assessments had been carried out in 2012. Therefore the analysis built on and updated earlier information. The core areas of inquiry for the situation analysis were:

What is known about children’s rights to protection from abuse, exploitation, violence, and neglect in Nigeria?

What is known about effective strategies (at both policy and program level) to strengthen children’s rights to protection in Nigeria?

What unique role can Save the Children play in its efforts to better protect children and to strengthen families in Nigeria?

The situation analysis was undertaken to inform a new multi-year, country-level child protection strategy and the team in Nigeria decided to focus it on all four of Save the Children’s priority areas. For each of the priority areas the situation analysis explored:

How many children are in this situation, where are they and what are their common characteristics? What are the trends?

What are the key political, economic, social and cultural factors involved in the realisation or non-realisation of children’s right to protection?

Which people, groups or organisations (‘duty-bearers’) are responsible for realising children’s rights?

What are the obstacles and barriers to be overcome so that duty-bearers fulfil their responsibilities to children?

Which solutions can be brought forward to contribute to the realisation of children’s rights and who needs to be involved implementing them?

The Philippines: Save the Children conducted a child protection situation analysis in the Philippines in 2011 which focused on three of the priority areas:

1. Children Without Appropriate Care - children in residential care and children in situations of trafficking

2. Children and Work - children in exploitative and hazardous work situations 3. Child Protection in Emergencies - including children in situations of disasters and

other emergencies and children in situations of armed conflict. Informed by a CRSA framework, the following aspects were explored for each:

• The nature, extent, geographical distribution and prevalence • Which children are in need of (or are at the risk of needing) care and protection • The chief factors that put these children at risk, covering both the immediate and

root causes of harm • The views of children themselves on their situation and what should be done to

improve it. The situation analysis also looked into the following elements of effective child protection systems: a) knowledge about the root causes to and the extent of violence against children in the identified priority area; b) appropriate policies and regulations; c) prevention measures; d) provision of necessary treatment, rehabilitation and compensation to child victims; and e) ways to monitor and measure progress.

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2.3 Key questions to guide the situation analysis Once the thematic focus for the child protection situation analysis has been decided – in particular the specific protection rights and priority areas to focus on – the next step is to set out the key questions that the situation analysis should answer. Broadly there are three key questions that we need to answer:

1. What is the nature of the selected child protection issues and which children are affected by them?

2. What are the immediate and root causes for the lack of fulfilment of these protection rights?

3. What are the strengths and gaps in the child protection system, including among duty bearers, in preventing and responding to these protection issues and fulfilling children’s protection rights? What are other organisations doing to address these issues and what is Save the Children’s added value?

2.3.1 The nature and prevalence of child protection issues In order to design an appropriately targeted and scaled response we need to understand how many children are affected and which children are affected by either the full range of protection issues or the sub-set we are focusing on. This enables us to characterise the nature of the violence, exploitation, abuse and neglect experienced by a population of children. If possible it is also useful to understand trends over time and explore why a particular protection issue is increasing, decreasing or staying the same. It is also very important to explore issues of gender as girls and boys can experience child protection issues differently, as well as other factors that may increase children’s vulnerability such as disability or minority status. Table 1 provides some example questions to consider when collecting data on the nature and prevalence of child protection issues. Table 1: Guiding questions to analyse nature and prevalence of child protection issues

Questions to consider

What is the nature of the selected child protection issues and which children are affected by them?

- What type of violence, exploitation, abuse and neglect are affecting girls and boys?

- How many girls and boys are affected by these harms? - How has the type and number of girls and boys affected by these harms

changed over time? - Which children are vulnerable to these harms or whose protection rights

are being violated? In considering this bear in mind age, gender, ethnicity, religion, disability status, nationality, legal status, household type and other factors which might affect which children experience harms.

- Who are the perpetrators and those responsible for the harms? - Does the number of girls and boys affected vary by geographic location

(e.g. between urban and rural settings, different parts of the country, fragility)?

- What are the views of girls and boys themselves on the types and prevalence of harms? How do views vary depending on the age and situation of children, for example children in school compared to children out of school?

- How has the situation changed over time, if at all?

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In most contexts some basic data on the type and prevalence of child protection issues will already exist through previous situation assessments, national surveys (such as the Demographic and Health Surveys or Violence Against Children Surveys), research studies or administrative databases (such as a case management record system or register of children in institutions). It is therefore essential to conduct a thorough and systematic review of such data resources to identify useful existing data before collecting anything new. It is also important to check with relevant government ministries, national and international academic institutions, national and international NGOs and UNICEF to find out what information and data they already have. One potentially useful source of information that should be reviewed is data from standardised survey programmes that are carried out in the same way across a wide range of countries. There are currently seven international survey programmes that routinely collect data on issues of violence and exploitation against children and women, including data on issues of sexual and physical violence, early marriage, female genital mutilation/cutting (FGM/C), child labour and birth registration. These surveys are summarised in Table 2. Typically each of these surveys will take place every 3-5 years in a country. Table 2: International survey programmes collecting data on violence against children6 Survey Programme Type of Survey Tools

1 Multiple Indicator Cluster Surveys (MICS) www.childinfo.org/mics.html

MICS surveys collect national-level data on different child protection issues (i.e. child discipline, birth registration, child labour, child marriage, attitudes towards domestic violence, FGM/C)

2 Violence Against Children Surveys www.togetherforgirls.org

Violence against Children surveys (VACS) gather data on the magnitude and impact of sexual violence, especially focused on girls

3 Demographic and Heath Surveys (DHS) www.measuredhs.com

Indicators on physical and domestic violence

4 Living Standard Measurement Surveys (LSMS) go.worldbank.org/IPLXWMCNJ0

LSMS surveys collect household data that can be used to assess household welfare, understand household behaviour, and evaluate the effects of various government policies on living conditions.

5 Statistical Information and Monitoring Programme on Child Labour (SIMPOC) www.ilo.org/ipec/ChildlabourstatisticsSIMPOC/

SIMPOC assists countries in the collection, documentation, processing and analysis of child labour relevant data.

6 Global School-Based Student Health Surveys (GSHS) www.cdc.gov/gshs/

School-based surveys of children aged 13-15 developed by the WHO and CDC.

7 Health Behaviour in School-aged Children Studies (HBSC) www.hbsc.org/

School-based surverys of children aged 11, 13, and 15 years by WHO collaborative study with 43 Europen and North American member countries and a network of more than 350 researchers

6 Sources: UNICEF (2013), Child Protection Resource Pack: How to Plan, Monitor and Evaluate Child Protection Programmes; CP MERG (2012), Ethical principles, dilemmas and risks in collecting data on violence against children: A review of available literature, Statistics and Monitoring Section/Division of Policy and Strategy, UNICEF, New York. http://www.cpmerg.org/publications/Childprotection_EPDRCLitReview_final_lowres.pdf

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To do! Review existing datasets and research reports to find data and information about the nature, extent, geographic distribution and prevalence of child protection issues. For some issues, of course, such as child trafficking, street connected children or sexual abuse, it may be very difficult to find reliable figures or estimates of the scale of the problem. In these cases it may be necessary to rely on expert information or to conduct small scale new data collection. 2.3.2 Immediate and root causes for the lack of fulfilment of children’s protection rights In addition to understanding the type and prevalence of the most significant protection issues facing children (the ‘what’) a situation analysis should help us to understand the causes of those issues and the barriers to their eradication (the ‘why’). This helps us to explore and identify effective solutions. It is important to explore the immediate causes of protection issues facing children, such as parental illness or death, lack of access to local schools, loss of livelihoods etc. It is also critical to analyse the root causes of the issue which start the causal chain leading to poor protection for children, such as discriminatory social norms, weak laws and policies and inequality in society at large, as well as an understanding of protective factors and positive social norms to build on. As far as possible it is important to base this analysis of causes on evidence – including the views of children and families – rather than on our own perceptions. Table 3 provides some example questions to consider when collecting this evidence and Diagram 2 contains more examples of immediate and root causes and the relationship between them. Table 3: Guiding questions to analyse immediate and root causes

Questions to consider

What are the immediate and root causes for the lack of fulfilment of children’s protection rights?

- Why are the child protection problems occurring? - What are the immediate causes and the root causes of the problem? - What is the relationship between the root and immediate causes? - What is the impact or consequence of this problem for children, households,

communities and society? - What are children’s views on the causes and their impacts?

A useful tool for the analysis of immediate and root causes is a Problem Tree7. This is a tool that can be used in small discussion groups of six to eight people to create a visual representation of the problem, its causes and its consequences. You can use a problem tree to analyse one specific child protection issue such as harmful child work, or to look at a group of child protection issues together. It also helps analyse the impacts of a problem and can be useful in developing a Theory of Change that can build on the problem tree analysis to identify possible interventions to the problems that have been identified. An example of a problem tree for one specific child protection issue - physical and humiliating punishment in schools - is shown in Diagram 2.

7 For more guidance on Problem Tree Analysis see the Overseas Development Institute (ODI) 2-page note at http://www.odi.org.uk/publications/5258-problem-tree-analysis.

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Diagram 2: Sample problem tree on physical and humiliating punishment in schools8

A problem tree is a good tool to use with children as well as adults as it is based on visual representation and encourages discussion and sharing of different perspectives9. When developing a problem tree with children you can draw a tree with roots and branches to depict the root causes and effects. The process for developing a problem tree involves: 1. Identifying the child protection issue or issues that you want to explore – this should be

as specific as possible and should describe the problem that we want to change, for example ‘15% of girls and boys are engaged in harmful work’.

2. Identifying the causes of the issue – once the problem is identified, the group can brainstorm to produce a list of causes. The group should identify the immediate causes of the problem and then identify whether there are any root causes to the problem. It can be useful to draw up different problem trees for different groups of children affected by the same problem to identify and explore how causes and effects can vary across children. For example, developing a problem tree for girls engaged in harmful work and one for boys engaged in harmful work to explore the impact of gender on the problem.

3. Identifying the impact of the issue – as well as causes, the group should identify the impact of the child protection issue. This might include impacts on children’s health

8 Example adapted from ‘Advocacy Matters: Helping children change their world An International Save the Children Alliance guide to advocacy’ 9 For guidance on conducting problem tree analysis with children see Save the Children, (2008), A Kit of Tools for participatory research and evaluation with children, young people and adults http://resourcecentre.savethechildren.se/sites/default/files/documents/kit-of-tools_1.pdf

Problem

Effects

Immediate causes

Root causes

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and well-being, impacts on care-givers and family and wider impacts on communities and society. Some impacts may be immediate, such as violence causing children to leave school, while other impacts will be longer term, such as early school leaving causing poor employment prospects for young people.

4. Presenting the problem tree – once the group has identified all possible causes and effects, they should arrange them in a diagrammatic form, with causes as the ‘roots’ of the tree and effects as the ‘branches’. Lines can be used to show vertical and horizontal linkages between factors. Some causes will be clear and have one-way linkages, others will be more complex.

It is very useful to include problem tree diagrams in your child protection situation analysis report to demonstrate in a simple way the causes and linkages between them. This is also the starting point for developing a theory of change and results framework for a child protection programme or project (see module 3 for more information on theory of change and results framework), therefore it is important to have this thinking documented for reference when designing a child protection strategy. 2.3.3 Strengths and gaps of the child protection system, including duty bearers, in preventing and responding to protection issues and fulfilling children’s protection rights In addition to understanding what are the protection issues facing girls and boys and why they are happening, we need to explore and analyse how the national child protection system in a country or sub-region is responding, and what are the relative strengths and gaps in the system. This is useful for identifying solutions and entry points for Save the Children’s programme interventions. For a reminder on the definition and components of a

Including gender and diversity analysis in a child protection situation analysis A child protection situation analysis should include a thorough gender and diversity analysis - not as a separate activity but incorporated into the key questions and activities of the child protection situation analysis. Thought should be given to:

• What are the differences between children in any given context? For example, how do girls experience violence compared to boys? How do children with disabilities experience violence compared to other children? Data and analysis must be disaggregated according to relevant categories such as age, gender, disability, ethnic, religious, cultural or linguistic groups.

Why are there differences between children? For example, why are girls experiencing violence differently from boys? What are the immediate and root causes for the difference? To what extent are some children discriminated against and why?

• What impact do these differences and inequalities have on children’s outcomes? It is important to consider the multiple impacts of discrimination and inequality, for example, regarding access to child protection services for girls with disabilities from marginalised ethnic communities.

Incorporating a through gender and diversity analysis into a child protection CRSA will help to improve the effectiveness and impact of subsequent interventions as well as ensure that they contribute towards equality and do not reinforce existing discrimination.

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national child protection system see the Child Protection Overview Module and David’s Story10. The mapping and assessment of national child protection systems is a relatively new approach in identifying strengths and gaps in the protection available to children. Such mappings aim to describe whatever is currently in place, whether in the more formal parts of the system (mainly provided by government or NGOs) or in the less formal parts (e.g through traditional justice and conflict resolution systems). A large number of countries have now completed some form of child protection systems mapping either through an inter-agency or single-agency process, and it is important to find and review any existing mapping assessments that have been undertaken. If a relevant mapping has not been undertaken or it is very out of date then you might consider collecting new data on this as part of your situation analysis. A number of tools for mapping and analysis of child protection systems have been developed in the past few years to meet the growing demand for this type of evidence. Table 4 provides a summary of some of these tools11. Table 4: Tools to map and assess national child protection systems

Tool Summary

Research Manual: Child Protection Systems Mapping and Analysis in West and Central Africa Phase II Author: Child Frontiers Year published: 2010

This Research Manual provides broad tools to carry out child protection systems mapping and analysis in West and Central Africa using a qualitative research approach. http://resourcecentre.savethechildren.se/library/research-manual-child-protection-systems-mapping-and-analysis-west-and-central-africa-phase

Child Protection Systems: Mapping and Assessment Toolkit Author: Maestral International Year published: 2010

This Toolkit is intended to provide a practical method to gathering data on a country’s child protection system, its child protection risks, and examines the scope and capacity of the existing child protection system. http://www.unicef.org/spanish/protection/files/Mapping_and_Assessment_Toolkit(2).pdf

Tools for comparative analysis of community based child protection mechanisms Author: Plan Year published: 2012

This report includes a full set of participatory qualitative tools to map community based child protection mechanisms and local level child protection systems. http://childprotectionforum.org/wp/wp-content/uploads/downloads/2013/03/Plan-ARO-CBCPM-Comparative-Analysis-Methodology.pdf

Analysis Design and Planning Tool for Child Protection Author: World Vision Year published: 2011

This toolkit has been specifically designed to help with the identification, prioritisation and root cause analysis of child protection issues. The first part of the toolkit guides you through a national level child protection analysis and the second part guides you through a local level analysis. http://childprotectionforum.org/wp/wp-content/uploads/downloads/2012/08/CP-ADAPT_2-May-2012.pdf

10 David’s Story provides a quick look at the elements of a national child protection system and can be downloaded from http://resourcecentre.savethechildren.se/library/davids-story-role-national-child-protection-systems 11 This table is adapted from POLICY AND PROGRAMMING RESOURCE GUIDE FOR CHILD PROTECTION SYSTEMS STRENGTHENING IN SUB-SAHARAN AFRICA. (2012). Plan, Save the Children, CRG, UNICEF and World Vision. http://resourcecentre.savethechildren.se/sites/default/files/documents/4847.pdf For more information on each of these tools and other tools please refer to the full document.

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To Do! Identify whether any form of child protection systems mapping has been undertaken in the last 5 years. Search online and ask government and partner organisations to share information. Table 5 provides some example questions to consider when collecting evidence about child protection systems. The questions are organised around the main components of a national child protection system.

Exploring community based child protection National child protection systems include more formal parts that are mainly provided by government and NGOs (such as social workers, reintegration programmes and juvenile courts and police units) and also less formal parts which are often provided by community members and local leaders (such as community child protection groups, traditional justice systems and local laws). When analysing the national child protection system as part of a child protection situation analysis it is necessary to learn about what currently exists in both the more formal and less formal parts of the system and to what extent the more formal and less formal parts are linked and working together. For example, in Sierra Leone, the mapping of the national child protection system showed that most of the population do not use the formal parts of the child protection system but instead rely on the informal parts such as the Chieftaincy system, local by-laws and individual helpers in the community for preventing and responding to child protection issues. It also showed that the linkages between the more and less formal parts of the system were quite weak. This information highlighted the protective factors and assets already existing in communities that Save the Children and other agencies could support to strengthen.

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Table 5: Guiding questions to analyse strengths and gaps in the child protection system12

Child Protection System Component

Questions to consider

Legal framework

- Is there a comprehensive legal and policy framework in place on child protection issues? E.g. a Children’s Code or Act? - Does the law ban all forms of violence, abuse, exploitation and neglect against children in all settings? - Have laws and policies been reviewed and/or revised to bring them into compliance with the CRC and other international standards? - Are there significant problems or gaps in current legal or policy provisions on child protection? - Has the government signed/ratified all relevant international and regional conventions and other instruments on child protection? - Does the law make it mandatory for professionals working with children to report cases of suspected abuse and neglect?

National strategy

- Does the Government have a national child protection policy statement or national strategy document? - Has the Government prepared national plans of action on specific child protection issues?

Coordinating agency

- Is there a lead Government Ministry with responsibility for the coordination of child protection across government? - Do all Government Ministries and agencies working for children understand their role and responsibilities for the protection of children? For example,

is there coordination between the Ministries for child protection, health, education and justice? - Are there formal agreements/protocols between Ministries? - Is child protection integrated into the work of the Ministries responsible for health, education, housing, justice and other sectors which impact on

children? - Are NGOs, professional associations, and others involved in a coordinated approach to preventing and responding to child protection concerns? Do

they share best practice information? Is there joint training across agencies? - Are there formal agreements / protocols / partnerships between key actors? - Is there joint working across sectors in the planning, management, provision and delivery of child protection services? For example, do professionals

such as social workers and police work together so that a child does not have to tell their story of abuse several times? Is there secure sharing of information and appropriate referral?

12 These questions are adapted from Save the Children (2009) ‘A Rough Guide to Child Protection Systems’ which can be downloaded at http://resourcecentre.savethechildren.se/library/rough-guide-child-protection-systems

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Data collection Systems

- Does the Government regularly collect and publish national and sub-national level statistics on the prevalence of major child protection issues? - Are population based household surveys conducted that include appropriate questions on child protection issues? - Are data collected, collated and disseminated on the numbers and characteristics of children in contact with the child protection system (e.g. living in

residential care, receiving case management support etc)? - Is policy and practice development based on evidence from research, evaluation and other forms of learning?

Standards and monitoring

- Are there regulations / minimum standards governing the operation of alternative care options such as children’s institutions, fostering and adoption? - Are non-state run child protection service providers (e.g. adoption agencies; children’s institutions/orphanages) licensed and regulated? - Are child protection service providers regularly inspected and assessed? - Are there accountability mechanisms in relation to the performance of various parts of the system (e.g. a Children’s Ombudsman or Commissioner;

complaints procedures for individual services)?

Local protection services

- Are services available at community, sub-national and national level to provide support for children and care-givers? - Do mechanisms exist and are they used at community level to protect children? - Do households have access to relevant social protection services - Are services accessible for everyone who needs them (for example are they equally available in urban, peri-urban and rural areas, are services free at

the point of delivery, are services in accessible locations, are services open at appropriate times)? Are services gender and diversity sensitive? For example are they accessible to children with disabilities?

- Is there a safe system for individuals to report violence and abuse against children? - Are child-friendly medical, legal and psychosocial support services available for child survivors? - Do services provide appropriate levels of confidentiality? - Are government services connected up with and supportive of community-based provision?

Trained workforce

- How many child protection workers are there a) in government service b) working in NGOs? - Do those working in child protection have the appropriate knowledge, skills and competence relative to their role? - Have child protection workers received some form of initial and/or in-service training in child protection? - Is there a central training agency in child protection and/or is an appropriate child protection curriculum delivered by universities or other education

providers (e.g. in social work courses)? - Is there any form of accreditation or licensing for social workers?

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- Do workers in other sectors (e.g. health, law enforcement) receive training in recognising and responding appropriately to child protection concerns? - Do emergency preparedness plans include options for the rapid recruitment and deployment of additional child protection workers?

Adequate resources

- Is there any estimate of national budget allocations and expenditure across all child protection activities? - Has the government costed and allocated adequate budget in line with the implementation of legislation and key policies for protecting children? - Is funding directed to services and support that is in accordance with international good practice and standards e.g. funding family-based alternatives

instead of institutional care? - What support do donors and INGOs provide to child protection programming and services? - Is there coordination and harmonisation of donor funding for child protection? - Is there coordination in the transition between funding for emergency response and longer-term development financing

Child participation

- Has the Government made a public commitment to children’s involvement in all aspects of the prevention, response and monitoring of abuse, neglect, exploitation and violence?

- Are children with direct experience of a child protection issues meaningfully consulted on public policy decisions affecting their situation (at local, sub-national and national levels)?

- Are there complaints and other reporting mechanisms in place in all alternative care and detention facilities? - Are children – especially discriminated-against and marginalised children - given the opportunity to be heard in any judicial and administrative

proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law?

- Do NGOs and other service providers working in child protection engage with children in a meaningful, safe and ethical way, and respect their views?

A supportive public

- Are there social norms driving public attitudes, behaviours and practices? What else drives attitudes and practices? - How does society perceive children, childhood and child well-being? How do these perceptions impact on child protection issues? - What roles do children play in the family and community? How do these roles impact on child protection issues? - Are there awareness-raising initiatives, programmes or materials on child protection issues, their impact on children and ways of preventing them

developed by government agencies, NGOs, the media or others? - Are there public education campaigns to promote good parenting? For example, to highlight positive alternatives to physical punishment, and

children’s need for a safe and secure home environment. - Do members of the public to know what to do and who to contact if they have concerns for the safety or welfare of a child?

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Analysing strengths and gaps in the child protection system involves looking at the roles, responsibilities and capacities of duty bearers, including the relationship between duty bearers. Typically key duty bearers in relation to child protection will be:

Family (immediate care-givers and extended family),

Community members (neighbours, local leaders, community groups, religious leaders),

Civil society (local CBOs, NGOs and INGOs),

Private sector (local businesses and international companies),

Local and central government (social workers, teachers, health workers, police, judiciary, policy makers) and

The international community (UN agencies regional and global bodies).

Analysis of duty bearers also means exploring authority and power. When considering authority and power it is useful to remember that power is not always visible and can take different forms as demonstrated in the example below.

Example – Physical and Humiliating Punishment

Power Situation

Visible power

Legislation is in place to ban corporal punishment but not enforced due to inadequate capacity among local government staff to monitor and respond to perpetrators

Hidden power

The Ministry responsible for child protection issues has low priority in the power hierarchy in government

Invisible power

Social norms and expectations force parents to follow the tradition of beating their children

A useful tool for exploring roles, capacities, authority and power of duty bearers is the Capacity Analysis matrix13. This tool can be used in a group workshop setting to identify who are the key duty bearers, their capacity to meet their obligations and their ability to influence process of change. This information is particularly important for supporting the design of advocacy activities for a programme strategy. Table 6 provides an example Capacity Analysis matrix format. The situation analysis is also an opportunity to collect up-to-date information on what other actors are doing on child protection, to identify local and international partners that we can work with and to avoid duplication. A key outcome of the analysis should be identification of opportunities for Save the Children to add value to the work already being undertaken by government and other agencies.

13 A worked example of a Capacity Analysis matrix for child protection is available on page 32-33 of Save the Children (2007) Getting it Right for Children which can be downloaded at http://resourcecentre.savethechildren.se/library/getting-it-right-children-practitioners-guide-child-rights-programming

OBLIGATIONS

AND

RESPONSIBILITIES

RIGHTS CLAIMS

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Table 6: Capacity Analysis Matrix

Duty bearer/ stakeholder

Role analysis Responsibilities and role of each actor

Motivation and willingness Does the duty bearer accept their responsibility? If not, why not?

Authority Does the duty bearer have the authority and power to carry out their role? If not, why not?

Resources Does the duty bearer have the knowledge, skills, organisational, human and material resources? If not, what is missing?

Family

Community members

Civil society

Private sector

Local government

Central government

International community

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SECTION 3: PLANNING AND IMPLEMENTING A CHILD PROTECTION SITUATION ANALYSIS The basic process for conducting a child protection situation analysis is very similar to conducting a comprehensive CRSA. The key steps are outlined below however it should be noted that if there is already good existing data and information on which to base an analysis then it might not be necessary to collect any new data.

Planning and design

•Identify key individuals to participate in process

•Hold initial consultation with key stakeholders

•Develop Terms of Reference outlining scope, objectives and budget

•(Optional) Recruit external consultant or team

•Develop methodology and work plan

Existing data review

•Gather existing data and evidence

•Review documents and reports

•Analyse existing quantitative datasets

•Prepare review report

•Identify gaps in evidence which need to be filled with new data collection

New data collection

•Develop data collection plan and methodology, including sampling plan and data collection tools

•Review ethical and child safeguarding requirements

•Recruit and train team of data collectors

•Pilot and refine data collection tools

•Collect data

Data analysis

•Enter quantitative data into database

•Prepare transcripts and notes for qualitative data

•Clean and code data

•Analyse data

•Validate data

•Prepare report and executive summary

Using and sharing findings

•Develop dissemination plan

•Share findings with government and partner agencies

•Share findings with children and adult participants

•Publish findings on Save the Children website and Resource Centre

•Use as evidence base for preparing Child Protection Strategy

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3.1 Planning and design 3.1.1 Establishing team and management structure Conducting a child protection situation analysis is a project which requires the support of technical and programme staff and may also involve logistics, administrative and finance teams. Forming a project team can help to bring together these different people and provide a space for decision-making and troubleshooting. The project team should be engaged early in the conception and planning with a very clear scope of work. Many people may need to be engaged at some point in the process including:

Within Save the Children: senior management, the Child Protection Programme Manager, monitoring and evaluation specialists, programme staff, logistics, finance and administrative staff

Government: officials from relevant Ministries

Partner organisations in local or international NGOs or UN agencies: technical and implementing staff

Academics and research institutions: researchers

Children: as part of the project team and/or as informants

Adult community members: as part of the project team and/or as key informants for example traditional and community leaders

There is a decision to be made about whether to contract an external consultant or team to be involved in the situation analysis. Generally it is encouraged to undertake the situation analysis with internal resources if possible, since it can be an empowering process for staff and partners and tends to lead to much greater ownership of the findings. There are strengths and weaknesses to bringing in external consultants and key factors to consider in this decision are availability and technical capacity of staff and partners, funding, the timescale, use and ownership of the findings. For more information on deciding whether to hire external support see the SCI comprehensive CRSA guidance. If a decision is made to bring in external consultant support, of course staff and partners should still lead the process and build time into their own workplans to participate in data collection, analysis, briefing sessions with the consultant and other important activities. 3.1.2 Developing a ToR, inception document, budget and workplan Planning and designing a child protection situation analysis needs to be done thoroughly in order to ensure the quality of the final output and can take some time. It is helpful to develop two key documents during the planning stage: a Terms of Reference (ToR) and an Inception document. 1. Terms of Reference (ToR) – this is an overview document which outlines the objectives and focus for the situation analysis. A ToR will include initial ideas for methodology and work plan but not fully worked through details. The ToR can also be used as a tender document if external consultants are being recruited to support the situation analysis. It is also important as a record of the decisions made by stakeholders on the focus of the work. 2. Inception document – this is the main reference document for the situation analysis work and serves as a more detailed plan and description of the objectives, scope, methodology and work plan. The inception document is usually prepared by the technical lead for the situation analysis who might be an internal staff member or an external consultant. If you

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have a consultant leading the situation analysis the inception document must be specified as a key deliverable in their contract. The degree of detail in the document will depend on the level of investment (human and financial) in the process but the contents should include the following elements in a summary or more detailed way:

1. Problem statement and background: describes the context in which the situation analysis is being conducted, the overall purpose and the specific information gaps the assessment will fill

2. Describes the thematic focus and key questions for enquiry 3. Geographic coverage of the assessment 4. Plan for gathering and analysing existing data including listing potential data sources

and criteria for document inclusion 5. Plan for any new data collection (or for the process for deciding if any is needed):

detailed description of the study population, sampling strategy, steps of data collection and logistics of gathering, consolidating, entering, and storing of data

6. Data entry and transcription plan: describes how quantitative and qualitative data will be managed, including plans for transcription and translation if necessary

7. Data cleaning and analysis plan: describes who will check the quality and accuracy of the data, how errors in the data will be dealt with, who will conduct data analysis and main analyses that will be conducted on the data

8. Ethical considerations including a plan for protecting confidentiality and observing informed consent with related tools included in an annex

9. Safeguarding considerations including a risk assessment if appropriate and a plan for reporting and managing child disclosures

10. Budget 11. Workplan including timetable 12. Plan for the utilization and dissemination of findings 13. Annexes including drafts of data collection tools and informed consent forms

The inception document should include a work plan listing key activities along with an estimated timeframe for each step and identification of the individual(s) responsible for completing each activity. See Annex C for a sample work plan. As mentioned before conducting a child protection situation analysis is a project in itself and may take up to 3-4 months from planning stage to complete. The inception document should also include a detailed budget. The cost of the Situation Analysis will vary depending on the geographic coverage, whether or not you are recruiting external consultants and data collectors to undertake parts of the work and also if you are planning lots of dissemination activities. Cost also varies depending on the country you are working in but as very rough estimate (not including cost of staff time):

Depth of methodology and process Internal team only

Internal team with external consultant

Thorough review of existing data and 10-15 key informant interviews, resulting in one final report

$3,000 $10,000

Thorough review of existing data, 10-15 key informant interviews and qualitative fieldwork with girls, boys and adults (such as in-depth interviews, participatory research activities, focus group discussions etc) in 3-4 locations, resulting in a final report plus a child-friendly summary

$10,000 $30,000

Thorough review of existing data, 10-15 key informant $15,000 $40,000-

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interviews, qualitative fieldwork with girls, boys and adults (such as in-depth interviews, participatory research activities etc) in 4-5 locations and also a quantitative survey, resulting in a final report, child friendly summary and dissemination workshop.

-$30,000

$60,000

When preparing a budget, make sure to include costs for sharing your findings, for example producing a child-friendly version of the findings, translating findings into local languages and holding dissemination workshops with government and partners. A sample budget is provided at Annex B. To Do! Prepare a detailed budget early on the planning stage as this will influence the design of your situation analysis. Don’t forget to include costs for dissemination activities. Include the detailed budget in the inception document. 3.2 Existing data review As mentioned above, a core part of the methodology for a situation analysis is review of existing data. This might include books, published or unpublished reports, national reports to the CRC committee (both official and shadow), CRC concluding observations, Universal Periodic Review reports, reports of other regional and international human rights law mechanisms, situation analyses, rapid assessments, theses, current and planned laws, records of schools, hospitals, clinics, police stations and courts of law, statistics such as population censuses and household and labour force surveys, information from the Internet, records, media articles, videos, photographs or films. These existing sources of information can tell you what is already known about child protection in a context, highlight information gaps that might need further exploration, and avoid unnecessary duplication of data collection efforts. The analysis of existing data should include a review of written documents and also a review and possibly re-analysis of existing quantitative data that may be relevant for child protection. For example, recent re-analysis of existing DHS and MICS datasets in some countries has identified new and useful information about the number and situation of children living in kinship care. Useful sources to find existing quantitative data on child protection are listed in table 2 above. Other sources for quantitative and qualitative information might include:

Save the Children resource centre - http://resourcecentre.savethechildren.se

World Bank database - http://data.worldbank.org/topic

UNHCR statistics - http://www.unhcr.org/pages/49c3646c4d6.html

Sexual Violence Research Initiative - http://www.svri.org/

CPC learning network - http://www.cpcnetwork.org/

African Child Policy Forum - http://www.africanchildforum.org/site/

ILO - http://www.ilo.org/stat/lang--en/index.htm

UNICEF - http://www.childinfo.org/ Finding existing data often means doing some detective work. Some reports and studies are published and easily available in university or public libraries, but others may be unpublished and stored by specific institutions or offices. Most population censuses, household surveys and labour force surveys are available in libraries, but the recent volumes may only be available from the ministry or agency that collected the data.

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Access to the Internet can also provide information, particularly from international organizations, but also from international journals. A good list of journals which relate to children and childhood studies can be found on the Rutgers website at http://childhood.camden.rutgers.edu/scholarly-journals/ and it is always useful to search on google scholar for relevant articles which are free to access http://scholar.google.co.uk/ The Internet provides access to many excellent sources of information, but needs to be used with caution. Not all information on the Internet is reliable – and some is very unreliable indeed. Particular care should be taken with information from websites that are not associated with recognized organizations. In all cases it is important to ask:

Who is providing this information?

For what purposes is the information made available? How reliable is the information – what is the source? How were the data collected?

Can the conclusions be justified? In most cases, it is necessary to go beyond libraries and the Internet to find existing data. Researchers will need to visit government agencies, non-governmental and community organizations, and international agencies that may have undertaken studies on children’s work or related issues, and ask whether they have reports or other information that can be accessed. It is also useful to identify and contact researchers in the area of children’s work, children without appropriate care, social work and other areas as they are likely to be able to provide helpful information about existing sources of data, and willing to share their own resources and contacts. A good starting point for finding existing data and information is to ask contacts within relevant ministries (including the ministry dealing with national statistics), UN agencies (such as UNICEF, UNHCR, UNAIDS, IOM, ILO), other non-governmental organizations and local universities and research institutions. 3.3. New data collection Sometimes it will be adequate to use only existing data to conduct a child protection situation analysis. However in situations when local or national data relevant to the child protection issues we want to understand is very scarce, or where there is concern that the existing data is unreliable or very biased, or perhaps does not reflect voices of girls and boys and the most marginalised, it will be necessary to gather supplementary information through new data collection. A review of existing data should always be undertaken as the first step however and new data collection only undertaken if there is a justified need. There are two types of data that we can collect: qualitative data and quantitative data. Examples of methods to collect qualitative data include in-depth or semi-structured interviews, participatory methods such as body mapping and timelines, focus group discussions and observation. Examples of methods to collect quantitative data include surveys, a census and counting (e.g. number of children attending at a child protection service)14. The type of method that should be used in the situation analysis depends on the information we want to collect and the individuals we want to collect it from. For example,

14 For more information on data collection methods, ethics and safeguarding see Save the Children (2012) Evaluation Handbook which can be downloaded at http://resourcecentre.savethechildren.se/library/evaluation-handbook and Save the Children (2012) Knowledge, Attitude and Practice Surveys in Child Protection at http://resourcecentre.savethechildren.se/library/knowledge-attitude-and-practice-surveys-child-protection

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some methods such as surveys are more suitable for using with older children and adults than with younger children. Children should participate in the data collection process as far as this is safe and appropriate. As a minimum, children can be involved as informants and if feasible they can be involved in designing and undertaking the data collection and analysis. Save the Children has lots of resources and guides on how to include the participation of children in data collection, a selection of which are listed in the Further Resources in section 5. 3.3.1 Data quality Ensuring that we gather and use high quality data is important when we are using existing data and when we are collecting new data. For example, if we use data on the number of children in residential care that is very out of date or only covers half of the country then we might seriously under or over-estimate the scale of the issue. As a result we are likely to design a programme, including advocacy activities that are not relevant or do not meet the current needs. It might also discredit our work with government and other partners if we are seen to be using poor quality data to inform important programme decisions. Data quality is affected by:

The design of our methodology and data collection tools

The capacity and skill of those collecting the data

The timing and context of the data collection (e.g. if we only collect data during the day when many children are out school it will give us only a partial picture)

The process for recording the data collected (good note-taking, form completion etc)

The process for cleaning the data and checking for errors

The process for analysing the data and interpreting findings 3.3.2 Ethics and child safeguarding It is always important to consider ethics and child safeguarding when planning any new data collection. This is particularly the case when collecting data relating to child protection as we are often gathering information on very sensitive issues such as abuse and exploitation and working directly with children as data collectors and informants. Therefore it is essential to ensure that children are protected during the data collection activities and will not be caused harm through their participation, and that the activity is in children’s best interests. Considerations for ensuring ethical practice and safeguarding of children include:

Make sure the data collection is necessary and justified and will directly benefit children

Conduct an assessment of the benefits to children of participating and any potential risks to be prevented

Charge an independent group or advisory committee to monitor activities

Establish procedures, including a reporting and follow-up response mechanism, in case a child discloses abuse during the data collection. This is a priority safeguarding issue for all data collection with children and must be carefully planned for in advance. Before consenting to participate, children should be made aware that data collectors have a duty to report any protection issues and seek support

Informed consent is required from appropriate adults but children must also give their consent with full awareness that they can decline to participate or stop the data collection activity at any time. There may be special circumstances where parental

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consent is not possible to obtain (e.g. parents are not living) or when requiring parental consent might put a child at risk. If this is the case, we must reassess whether it is absolutely necessary and justified to engage these children

Design methodologies and communications materials to be age-appropriate and ensure children’s protection

Make sure children and their parents understand how their information will be stored, used and disseminated

Decide whether you will compensate children (such as working children) for their time to participate in the data collection activities

Establish a feedback mechanism so that children involved in the data collection can share feedback and hold us to account

TO DO! Check local requirements related to research ethics and review. Find out if national ethical guidelines exist regarding the involvement of children in research. Ensure we comply with national policy and requirements. Ensure we comply with our own Code of Conduct in any data collection activities. 3.4 Data management and analysis Once we have collected all our data for the situation analysis we need to manage it ready for analysis and interpretation. Data management involves:

For quantitative data – entering data into a spreadsheet or database, cleaning data to remove records with missing information, correcting data entry error and creating variables for analysis.

For qualitative data – transcribing interviews or discussions into full verbatim transcripts, typing up field notes from observation, reading through the transcripts and notes, coding the data and grouping data into themes.

Often we underestimate the time needed to complete the data management and analysis. It can take at least 3-4 weeks and sometime 6-8 weeks to complete this phase of work depending on the amount of new data that you collect.

Ethical review processes It is good practice to obtain approval from an ethical review board or committee for any new data collection involving children and the most vulnerable households. The purpose of ethical review and approval is to ensure that data collection and management procedures adequately protect children and are in their best interest. Many stakeholders such as government or academic partners will have their own ‘Institutional Review Board’ (IRB) and review procedures established for ethical review which Save the Children can use. Governments may have their own national ethical review boards and their approval is often a requirement to conduct research such as a situation analysis. Often national ethical review boards are managed by or attached to the Ministry of Health. However there are often fees associated with applications for ethical review that should be factored into the budget.

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3.5 Using and sharing findings 3.5.1 Child protection CRSA report A key output of a child protection situation analysis is the report document. This should be a clear and concise report of approximately 30-40 pages plus annexes. Not everyone will have time to read the full report therefore a very clear executive summary of 3-6 pages should also be produced. Annex D presents a suggested structure for organising the situation analysis report. It should be adapted as appropriate: the exact structure and content will vary depending on the content and focus of the analysis, the target audience and the time available to produce the report. An internal document might be more informal than a document for an external audience. 3.5.2 Sharing findings with children and other stakeholders The findings of the situation analysis should be shared with all relevant audiences including children. If possible it can be useful to organise a workshop to share the draft report so that stakeholders can feedback and provide inputs before we finalise it. A dissemination meeting may provide a very effective platform for advocacy with policy makers. It is also important for our accountability to share the findings with children and adults who participated in any data collection activities. As with any communication effort, the presentation findings should be adapted to the audience. Dissemination of findings through community meetings or other means can serve as useful tool for engaging girls, boys and adults in the planning and implementation of children protection activities or services. Dissemination should not be limited to producing and circulating the final report. Here are some other creative ideas for sharing the findings:

Make a short film

Produce a ‘comic’ or similar picture-based version of the findings

Work with journalists to produce short articles for the media

Put out radio messages

Link up with the town crier or community leader to share messages

Produce posters and leaflets Children can also participate in sharing the findings of the situation analysis, particularly if they were involved in data collection. Children could design and produce their own report or plan how they will communicate findings to their peers and any adult stakeholders they identify as being important audiences. Given that the child protection sector generally lacks good data we should always consider whether we can share the results regionally and/or globally through conferences and papers. Consideration must be given however to ensuring that publication of findings will not cause any harm to participants in the data collection or have adverse effects on Save the Children’s operation in a country. There are many ways to share findings of situation analyses within Save the Children too. Published reports should be sent to Save the Children’s Child Protection Resource Centre by emailing http://resourcecentre.savethechildren.se/contact

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SECTION 4: CHILD PROTECTION SITUATION ANALYSIS IN HUMANITARIAN CONTEXTS So far this module has described the process for conducting a child protection situation analysis in development contexts. However in humanitarian contexts the process and timing of conducting a child protection situation analysis is quite different. 4.1 Assessments in emergencies Following any emergency of significant scale, a child protection assessment will usually be conducted in the context of coordinated assessments organized through the humanitarian cluster system. There are three phases in the emergency assessment processes that are generally applicable to all emergencies, whether large- or smaller-scale:

1. Phase I – Preliminary scenario definition. This phase should happen within 72 hours of the onset of the emergency and does not include sector-specific questions. This phase is normally led by OCHA,

2. Phase II – Multi-Cluster/Sector joint assessment. This phase should take place within

the first two weeks of the onset and looks into top priority sector issues. This phase is also often led by OCHA,

3. Phase III – Cluster/Sector-specific assessments. This phase addresses more detailed

and in-depth sector- specific questions and takes place during the third and fourth week following the onset of an emergency. This phase is normally led by cluster lead agencies, such as UNHCR and UNICEF.

4.2 Child protection rapid assessment (CPRA) A CPRA is an inter-agency, cluster-specific rapid assessment for use by agencies in the aftermath of a rapid-onset emergency. It is meant to build on the initial multi-cluster/sector joint assessment(s) and the protection cluster rapid assessment. It provides a snapshot of urgent child protection related needs among the affected population within the immediate aftermath of the emergency. It can also act as a stepping-stone for a more comprehensive process of assessing the impacts of the emergency on children, as well as situation monitoring. This rapid assessment should not be confused with nor take the place of more comprehensive assessments or a surveillance system. 4.3 Objectives of a CPRA A CPRA provides a basis for defining child protection needs and existing support mechanisms in the immediate aftermath of a rapid-onset emergency. The objectives of a CPRA are to determine: the SCALE of needs and protection risks the PRIORITIES for the required response – including geographical and programmatic

areas of priority, from which funding priorities can be agreed HOW the response should be configured – including what existing capacities the

response can build on. Depending on the context, CPRA may also be useful for other purposes, such as:

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creating an evidence-base for advocacy with stakeholders (armed groups, government etc.)

providing some knowledge of where the main information gaps are. An inter-agency CPRA typically takes between 3-5 weeks to complete, usually falling within phase III of the Need Assessment Framework. However, where preparedness measures have reduced the post-emergency preparation time, CPRA can be completed in about 2 weeks. The global inter-agency Child Protection Working Group have designed, developed and field tested in multiple locations a Child Protection Rapid Assessment (CPRA) Toolkit to support needs assessment required for the design of child protection in emergencies programming. The CPRA Toolkit can be used to add a child protection component to other coordinated multi-sectorial rapid assessment. It can also be the basis for a multi-sectorial rapid assessment with other sectors adding their respective questions. However, CPRA is best suited for a stand-alone process in the absence of any other humanitarian assessments. The short timeframe of the CPRA ensures that priority sector-specific information is available rapidly to inform preliminary response. Following this rapid assessment phase, a more comprehensive and in-depth child protection assessment may be necessary. The existing Inter-Agency Child Protection Assessment Resource kit is the primary resource for a more comprehensive child protection assessment process. The inter-agency CPRA Toolkit is available at http://cpwg.net/assessment-topics/cpra-toolkit/ 4.4 When a CPRA may not be appropriate A CPRA is not appropriate for situations where many different humanitarian agencies are already working on the ground with affected communities. It is also not best suited for delivering in-depth information about specific areas of child protection. However, the CPRA can be a good starting point in developing more appropriate assessment methodology and tools.

Involving children in a rapid assessment in the Philippines In November 2013, Typhoon Yolanda (international name Haiyan), one of the most powerful storms ever recorded, hit the Philippines. As the response moved into its third week, Save the Children, Plan, UNICEF and World Vision identified a gap in the needs assessment phase, namely consultation with children, despite the fact that an estimated 41% of the 14 million affected were children. Recognising this gap, in December 2013 the agencies collaborated to design and implement a set of child-friendly assessment tools to capture children’s and youth perspectives on priorities across sectors, and visions for recovery and to bring them to the forefront of response and recovery planning in the Philippines. Overall 124 children participated in the consultation across six location. Together the agencies shared children’s voices in the report After Yolanda: What Children Think, Need and Recommend. http://resourcecentre.savethechildren.se/library/after-yolanda-what-children-think-need-and-recommend

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SECTION 5: FURTHER RESOURCES For tools and information on conducting a comprehensive CRSA see:

- Save the Children International, (2013), Save the Children’s Child Rights Situation Analysis Guidelines http://resourcecentre.savethechildren.se/sites/default/files/documents/crsa_guidelines2.pdf

- Save the Children, (2007), Getting it Right for Children: A Practitioners Guide to Child Rights Programming http://resourcecentre.savethechildren.se/library/getting-it-right-children-practitioners-guide-child-rights-programming

For tools and information on conducting a rapid assessment in humanitarian contexts see:

- Child Protection Working Group CPRA toolkit http://cpwg.net/assessment-topics/cpra-toolkit/

- Save the Children Multi-Sector Initial Rapid Assessment Field Tool (MIRA) https://onenet.savethechildren.net/whatwedo/humanitarian/Pages/AMandE.aspx?RootFolder=%2Fwhatwedo%2Fhumanitarian%2FMEAL%2FMEAL%20in%20programme%20design&FolderCTID=0x012000FEE64E39C60E48468EEED5B0162C2D9C&View=%7BB0E604F0%2DA446%2D4B74%2DB45E%2DA8AD4DC7A20E%7D

For examples of child protection situation analysis reports see:

- Save the Children, (2013), Nigeria child protection situation analysis [will soon be uploaded to Resource Centre]

- Save the Children, (2011), Child Protection in the Philippines – a Situational Analysis http://resourcecentre.savethechildren.se/library/child-protection-philippines-situational-analysis

For tools and information on involving children in consultation and data collection processes see:

- Save the Children, (2013), Children’s Participation in the analysis, planning and design of programmes. A guide for Save the Children staff. http://resourcecentre.savethechildren.se/library/childrens-participation-analysis-planning-and-design-programmes-guide-save-children-staff

- Save the Children, (2008), A Kit of Tools for participatory research and evaluation with children, young people and adults http://resourcecentre.savethechildren.se/sites/default/files/documents/kit-of-tools_1.pdf

Annexes

A. Sample Child Protection Situation Analysis ToR

B. Sample Budget Template C. Sample Work Plan

D. Sample structure for child protection CRSA report

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Annex A: Sample Child Protection Situation Analysis ToR

Terms of Reference

Child Protection Situation Analysis [Enter country office information]

1. Background [Describe the history of Save the Children in the country and the child protection programme. State rationale for conducting Situation Analysis and how the information will be used. Reference any past Situation Analysis or relevant key research pieces conducted] 2. Scope and objectives of the Situation Analysis [Present the scope and objectives of the situation analysis referring to the child rights framework and Save the Children’s priority areas] 3. Key areas of enquiry: [List the key questions and areas of enquiry for the situation analysis, referring to the sample questions for each component (prevalence of child protection issue, immediate and root causes, assessment of national child protection system and analysis of duty bearers)] 4. Design and methodology [Describe methodology including secondary data review/literature review and any planned primary data collection. For primary data collection outline the methodology, sampling plan and tools to be used] 5. Management, roles and responsibilities [Describe how the situation analysis will be organized and managed. Provide details of key organizational and individual roles and responsibilities. Include any relevant information about internal or external technical support]

6. Outputs [List key deliverables including but not limited to:

Situation analysis inception report or protocol

Secondary data review/literature review report

Field-tested data collection tools (if conducting primary data collection)

Cleaned and validated raw data sets

Situation analysis report including recommendations

Specific dissemination materials including presentations, briefings, reports, articles, communications, etc.

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7. Timeline Include estimate of expected start and end date, and also detailed table showing dates for key deliverables and activities.

Activity or deliverable Date Number of days allocated to task

Activity 1 Start date

Add rows a necessary

Activity X End date

8. Budget and resources

9. Plan for dissemination of findings, accountability and learning [Describe how findings will be used and disseminated]

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Annex B: Sample Budget Template

Items Unit Cost per Unit

Number of Units

Total Cost

Notes

1. Personnel

1.1 Project lead (internal staff member external consultant)

1.2 Data collectors (internal staff, partner staff or hired external team)

1.3 Data entry clerks or transcript typists (internal staff, partner staff or external consultants)

2. Travel for external consultants and Save the Children Member technical adviser

2.1 Flights and visa (if international)

2.2 In-country accommodation, travel and expenses

3. Training for data collectors

3.1 Daily fee

3.2 Lunches

3.3 Accommodation and expenses

4. Equipment and materials (notebooks, pens, lamps, printing, photocopying, laptops, voice recorders, phones)

5. Testing of data collection tools and data collection

5.1 Travel

5.2 Accommodation and expenses

5.3 Communications

6. Data entry, analysis and report writing

6.1 Validation workshops

6.2 Data management software

7. Dissemination activities

7.1 Development and translation of materials

7.2 Printing and publications

7.3 Workshops and meetings

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Annex C: Sample Work Plan

ACTIVITIES WEEK

Notes

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

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Planning and Design (estimated time 6-8 weeks)

Identify key individuals to participate in process

Hold initial consultation with key stakeholders

Develop Terms of Reference outlining scope, objectives and budget

(Optional) Recruit external consultant or team

Develop methodology and work plan (prepare inception report)

Secondary data and literature review (estimated time 3-4 weeks)

Gather secondary data and evidence

Review documents and reports

Analyse existing quantitative datasets

Prepare literature review report

Identify gaps in evidence which need to be filled with primary data collection

Primary data collection (estimated time 3-5 weeks)

Develop data collection plan and methodology, including sampling plan and data collection tools

Review ethical and child safeguarding requirements

Recruit and train team of data collectors

Pilot and refine data collection tools

Collect data

If you need to get ethical review and approval for your methodology this

step could take at least 1 month and possibly longer

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Data Analysis (estimated time 6-8 weeks)

Enter quantitative data into database

Prepare transcripts and notes for qualitative data

Clean and code data

Analyse data

Validate data

Prepare draft report and executive summary

Review and finalise report and executive summary (this may take several weeks depending on the number of reviews and drafts of the report)

Use and disseminate findings (time for this phase will vary depending on context)

Develop dissemination plan

Share findings with government and partner agencies

Share findings with children and adult participants

Publish findings on Save the Children website and Resource Centre

Use as evidence base for preparing Child Protection Strategy

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Annex D: Sample structure for child protection CRSA report Title Page Table of Contents, Acronyms and Acknowledgements Executive Summary Introduction (background and aims of the situation analysis and how it relates to other research, including the generic Child Rights Situation Analysis if relevant) Brief country and regional overview: describe development or humanitarian context and child protection issues Overview of Save the Children’s in country: provide an overview of the Country Office, Save the Children’s work and history Methodology

This section will closely resemble the methodology section of the inception document a. Structure and role of the project group b. The role played by children in the process (if any) c. Secondary data collection:

Scope, draft structure and types of documents consulted for the literature / desk review;

Overview of any data analysis of secondary data

Refer to the full bibliography included as an appendix d. Primary data collection (if relevant):

Sampling methodology (how many and what type of people were consulted, where and when this took place - disaggregated by sex, age and other relevant criteria); a map indicating data collection sites may be useful;

Brief description of the data collection tools used for each respondent group (e.g. structured and semi-structured questionnaires, focus group discussions, in-depth interviews, games);

Process of translating and field testing data collection tools;

Profile / job description of field data collectors;

Child protection / safeguarding and other ethical guidelines employed;

How the data was managed and analysed. e. Limitations of the methodology f. Lessons learned and recommendations for future data collection / situation analyses

Findings The findings can be organized by the key questions and the priority areas and Breakthrough for example: a) Children without appropriate care - What is the nature of the care issues and which children are affected by inadequate

parental care? - What are the immediate and root causes for the lack of parental care for some children? - What are the strengths and gaps in the child protection system, including duty bearers, in

preventing and responding to children without adequate parental care?

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b) Physical and humiliating punishment - What is the nature of the issues and which children are affected by physical and

humiliating punishment? - What are the immediate and root causes for physical and humiliating punishment of

children? - What are the strengths and gaps in the child protection system, including duty bearers, in

preventing and responding to physical and humiliating punishment? c) Children and harmful work - What is the nature of the issues and which children are affected by harmful work? - What are the immediate and root causes for children’s engagement in harmful work? - What are the strengths and gaps in the child protection system, including duty bearers, in

preventing and responding to harmful work? d) Child protection in emergencies - What is the nature of the issue and which children are affected by emergencies? - What are the immediate and root causes? - What are the strengths and gaps in the child protection system, including duty bearers, in

preventing and responding to child protection issues in emergencies? e) Breakthrough: drawing on sections a-d above pull together the findings for each objective of the Breakthrough:

1. Keep Children Safe 2. Strengthen families and prevent unnecessary separation 3. Securing family reunification in humanitarian crises

Conclusions This section should provide an interpretation of the findings overall based on the evidence and findings presented. Recommendations Include recommendations for Save the Children for future programming. Bibliography Annexes Annexes should at a minimum include the ToR, informed consent form(s), and data collection tools