CHILD PROTECTION IN EMERGENCIES Professional Development Programme East and Southern Africa Application Pack – 2019

Contents

Introduction	3

Who is the CPiE PDP for?	3

Selection criteria	3

What does the CPiE PDP involve?	5

Assignments	5

Time Commitment	5

Costs	6

Application Process	6

Learning Outcomes	7

Knowledge	7

Skills	10

Attitude	12

Introduction

Save the Children is delighted to announce the second cycle of the Child Protection in Emergencies Professional Development Programme (CPIE PDP) for the East and Southern Africa region, which will run from October 2019 to July 2020. This programme is designed to enhance the skills, knowledge and behaviours required of child protection in emergencies response staff (coordinators, technical advisors and programme managers) working in East and Southern Africa. Application deadline is Sunday 13th October 2019 Incomplete applications will not be considered. For information on how to apply, please visit our website

Who is the CPiE PDP for?

The programme, conducted in English, is designed for child protection & child protection in emergencies practitioners from countries within SCI’s ESA region which are:

CP practitioners from the following countries will be prioritised: Sudan, South Sudan, Rwanda, Ethiopia, Kenya, Uganda, Somalia, Tanzania, Malawi, Zambia, Mozambique, Zimbabwe, Namibia, Botswana, Madagascar, Lesotho, South Africa, Swaziland and Burundi. CPiE practitioners from other Anglophone African countries will be considered on an availability basis. Eligible applicants from Save the Children Country Offices and partner organisations in the highlighted countries are invited to apply.

National NGO staff are strongly encouraged to apply.

Applications are now open until midnight on Sunday 13th October, 2019.

Selection criteria

Over 2 years’ relevant professional experience in child protection or child protection in emergencies preparedness / response work at a national or regional level

Committed to continue working within INGOs, National NGOs & governmental partners on child protection

Passionate about strengthening child protection in emergencies capacity in the East and Southern Africa region

Committed to the humanitarian sector and willing & able to deploy to national or regional responses

Demonstrated commitment to developing professionally

Available to commit to the full duration of the programme - including a 2-week residential in March 2020 and a 2-3-week job placement between May- June 2020

Applicants should be contracted for the duration of the programme

All applicants must have the support of their line manager / organisation to apply

Applicants should be able to work, present and communicate fluently in English

If you meet the above criteria and are keen to develop your knowledge and skills in order to positively impact the future of the sector, then we would encourage you to apply.

The programme is open to nationals from CP practitioners from the following countries will be prioritised: Sudan, South Sudan, Rwanda, Ethiopia, Kenya, Uganda, Somalia, Tanzania, Malawi, Zambia, Mozambique, Zimbabwe, Namibia, Botswana, Madagascar, Lesotho, South Africa, Swaziland and Burundi. CPiE practitioners from other Anglophone African countries will be considered on an availability basis.

Places on the programme are limited and therefore we will only select participants who are suited to the level of this programme and who are from (and based in) the eligible locations.

Outline of the Programme

The programme's learning outcomes have been determined by a comprehensive Capacity Gap Analysis conducted in East and Southern Africa region and will build specific competencies in the following areas:

Core child protection concepts & frameworks

Child protection in emergencies priorities and needs

Child protection in emergencies strategies & approaches

Relevant cross-cutting themes

Areas affecting quality of CPiE responses

Child protection in emergencies & capacity strengthening

Operating Contexts

What does the CPiE PDP involve?

It is an 8-month programme comprising of:

Government Representative Engagement Mentoring

Assignments

Participants will be required to complete the following assignments:

Group presentation – all participants

Action Plan – government participants only

Reflective Report - all participants

Training Plan - non-government participants only

Training Report - non-government participants only

Action Research Plan or Job Placement Business Case - non-government participants only

Action Research Report or Job Placement - non-government participants only

Time Commitment

Please see below for an overview of the time commitment we expect from participants across the different phases of the programme.

Activity	Time Commitment
Preparatory Phase (October 2019)	10 hours
Distance Learning Phase I (Nov – Jan 2020)	3 to 5 hours per week
Residential Training (March 2020)	2 weeks (1st – 14th March)
Distance Learning Phase II (April-June 2020)	3 hours per week
Job Placement or Action Research (May-June 2020)	Minimum 2 weeks Depending on Research
Mentoring (October-June 2020)	Optional 2 hours per month
Self-Study & Reflection	Throughout the entire programme

Costs

The programme fees will be waived for Save the Children and partner organisation staff. This includes all the training materials, resources, access to expert facilitators, mentors and seminar sessions.

All Participants will need to pay for their travel to and from the residential location and visa costs. The Residential Phase is likely to take place between 1st -14th March 2020, exact location and dates to be confirmed upon the start of the programme. Organisations are encouraged to support staff where possible.

All other expenses during the Residential will be covered by the programme.

Bursaries, up to a limit, will be available for the job placement phase of the programme. Funding will be allocated on a needs basis and priority will be given to smaller NGOs. Organisation are encouraged to support participants during their job placement.

Subsequent iterations of this programme will follow a tiered fee model.

Application Process

If you are interested in applying for a place on the CPiE PDP, please follow the instructions on our website and submit your application (including a completed Application Form and a Reference Form) by midnight on Sunday 13th October, 2019.

Shortlisted candidates will be contacted towards the end of October.

Learning Outcomes

The learning outcome matrix is drawn from the learning needs that were highlighted through the ESA CPiE Capacity Gaps Analysis completed in February 2018. The didactic choices to be adopted for the region will be developed to suite agreed learning outcomes following a Knowledge, Skills and Attitude model. It is important to note that some of the learning outcomes at “attitude level” are to be considered “lifelong learning outcomes” that the CPiE PDP may contribute to but not necessarily achievable through the life of the programme. The learning outcome matrix below is intended to be read vertically in terms of knowledge, skills, and attitudes relevant to the same themes. Horizontally the matrix represents the various areas covered through the capacity gap analysis.

Knowledge

Successful participants will be able to:

A. Concepts & frameworks	B. CPiE Priorities and Concerns	C. CPiE Strategies & Approaches	D. Cross-cutting Themes	E. Areas affecting quality of CPiE responses	F. CPiE & Capacity Strengthening	G. Operating Contexts
KNOWLEDGE	A1.1 Define CPiE and explain differences between CPiE and Child Safeguarding	B1.1. Describe child protection, and mental health and psychosocial support, needs that might affect children, families, and communities in emergencies and particularly in conflict settings B1.1.1 Explain how sexual and gender based violence against children manifests in emergencies and reference prevention and response interventions B1.1.2 Explain issues of physical violence, how they are exacerbated in emergencies and reference prevention and response interventions B.1.1.3 Explain causes and impact of separation and reference prevention and response interventions	C1.1 Describe the different aspects, including the challenges and benefits: of case management, including UASC and FTR, in emergency settings OR of providing and supporting alternative care in emergency settings and particularly in conflict settings OR of community level approaches in emergency settings and particularly in conflict settings OR of safer society approach in emergency settings and particularly in conflict settings OR of CPiE mainstreaming and integration OR Family Strengthening Approach in Emergency settings	D1.1 Explain best practice of inclusive and diverse programming in emergency settings (including youth and children with disabilities)	E1.1 Describe the humanitarian coordination framework and function of the protection cluster/CPWG	F1.1 Explain the role that capacity building can play in ensuring effective CPiE interventions.	G1.1 Describe the challenges associated with different operating contexts
A1.2 Explain the importance of CPiE as a lifesaving intervention	B1.2 Recognise that children needs can be multifaceted and interlinked and therefore that CPiE programming should be situational to the child	D1.2 Describe & explain: the gender considerations within CPiE programming OR Child participation best practice in emergency settings OR Disability considerations within CPiE programming	E1.2 Explain purpose of and strategic approaches for CPiE advocacy	F1.2 Explain the main learning theories	G1.2 Describe & explain the main aspects of conflict sensitive CPiE programming
A1.3 Identify & explain international and national legal frameworks, standards & guidelines related to CPiE, including the CPMS.	B1.3 Describe the MRM and the six grave violations (res 1612)	D1.3 Recognise the challenges and opportunities linked with youth and adolescent programming	E1.3 Describe how to set up a monitoring and evaluation framework to monitor programme quality	F1.3 Recognize and prioritize training needs.	G1.3 Recognize the challenges and opportunities linked with remote programming
A1.4 Describe the core concepts of child development and child psychosocial well-being and resilience	E1.4 Describe how to conduct a CPiE assessment and how to draw relevant data to adapt programming E1.5 Identify self-care strategies when operating in an emergency setting	G1.4 Describe and explain the unique challenges facing CPiE interventions: in disease outbreak settings OR in food insecure setting

Skills

Successful participants will be able to:

A. Concepts & frameworks	B. CPiE Priorities and Concerns	C. CPiE Strategies & Approaches	D. Cross-cutting Themes	E. Areas affecting quality of CPiE responses	F. CPiE & Capacity Strengthening	G. Operating Contexts
SKILLS	A2.1 Apply concepts of child development, psychosocial wellbeing and resilience to CPiE programmes in own (or given) context.	B2.1 Adapt CPiE programmes to identified child protection, and mental health and psychosocial, needs in own (or given) context	C2.1 Suggest or reference contextualized ways to: Apply case management best practices to CPiE programmes in own context OR Apply alternative care best practices to CPiE programmes in own (or given) context. OR Use community level approaches to address CP needs in own context OR Use a safer society approach to address CP needs in own (or given) context. OR Mainstream and/or integrated CPiE across other humanitarian sectors OR To implement Family Strengthening interventions in emergency setting	D2.1 Apply best practices on inclusive and diverse programming to CPiE programmes in own (or given) context.	E2.1 Apply best practices for effective co-ordination & collaboration to own (or given) context.	F2.1 Apply knowledge about main learning theories and adult education principles to adapt and deliver training which address identified needs to own (or given) context	G2.1 Suggest and reference new ways to implement child protection programmes in various operating contextsin own (or given context)
A2.2 Apply relevant national & international legal frameworks, standards and guidelines related to CPiE programmes in own (or given) context.	B2.2 Contextualise emergency preparedness to identified potential child protection needs in own (or given) context	D2.2 Include gender sensitive and transformative considerations in CPiE programmes in own or given context OR Ensure that child participation best practice is applied in child protection emergency responses OR Ensure that programme in own or given context are responsive to needs of children and families living with disability	E2.2 Use effective & impactful advocacy messages tailored to own (or given) context with respect for girls’ and boys’ dignity, best interests and safety.	F2.2 Evaluate and assess impact of learning in own (or given) context.	G2.2 Apply concepts of conflict sensitive programming in own (or given context)
D2.3 Suggest innovative ways to adapt CPiE programmes for youths and adolescents	E2.3 Develop MEAL framework and relevant tools adapted to own context to monitor quality programming	G2.3 Recognize the challenges and opportunities linked with remote CPiE programming
E2.4 Contextualize assessment tools and plan for assessment implementation	G2.4 Suggest or reference new ways to implement child protection responses in disease outbreak settings in own (or given) context. OR In food insecure settings in own (or given context)

Attitude

Successful participants will be able to:

ATTITUDE	A3.1 Engage critically with relevant national & international legal frameworks, standards & guidelines related to CPiE.	B3.1 Demonstrate critical and strategic thinking to analyse and prioritise child protection needs based on own (or given) context.	D3.1 Demonstrate critical and strategic thinking to reflect cross-cutting themes relevant to the region in CPiE programming.

LIFE-LONG LEARNING	Promote complex and contextualized approaches to CPiE interventions.	Challenge with confidence non-inclusive CPiE programme interventions	Use influencing skills to actively participate in child protection working groups & inter-agency initiatives	Demonstrate commitment to disseminate learning, based on capacity needs, to ensure staff development.	Demonstrate critical and strategic thinking to adapt CPiE programming to a variety of operating contexts
Promote strategic approaches to cater for adolescents and youth needs	Collaborate effectively to identify and respond to CPiE sector capacity needs.	Build, leverage and maintain strategic partnerships which support CPiE interventions in remote programming
Incorporate learning into CPiE programmes to improve quality of response	Respond to shifting conflict dynamics to ensure CPiE programming continuous to be relevant and suitable for the context

Refugees, IDPs, conflict sensitive programming, remote programming, disease outbreak, food insecurity and children on the move.

Refugees, IDPs, conflict sensitive programming, remote programming, disease outbreak, food insecurity and children on the move